Confronting Suburban School Resegregation in California. Clayton A. Hurd

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Confronting Suburban School Resegregation in California - Clayton A. Hurd


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      Confronting Suburban School Resegregation in California

      CONTEMPORARY ETHNOGRAPHY

      Kirin Narayan and Alma Gottlieb, Series Editors

      A complete list of books in the series is available from the publisher.

      CONFRONTING SUBURBAN SCHOOL RESEGREGATION IN CALIFORNIA

      Clayton A. Hurd

      UNIVERSITY OF PENNSYLVANIA PRESS

      PHILADELPHIA

      Copyright © 2014 University of Pennsylvania Press

      All rights reserved. Except for brief quotations used for purposes of review or scholarly citation, none of this book may be reproduced in any form by any means without written permission from the publisher.

      Published by

      University of Pennsylvania Press

      Philadelphia, Pennsylvania 19104-4112

       www.upenn.edu/pennpress

      Printed in the United States of America on acid-free paper

      10 9 8 7 6 5 4 3 2 1

      Library of Congress Cataloging-in-Publication Data

      ISBN 978-0-8122-4634-6

      CONTENTS

       Timeline of Events

       Introduction

       PART I. CONTEXTUALIZING EDUCATIONAL INEQUALITY

       Chapter 1. White/Latino School Resegregation, the Deprioritization of Integration, and Prospects for a Future of Shared, High-Quality Education

       Chapter 2. Historicizing Educational Politics in Pleasanton Valley

       PART II. THE ORIGINS AND DEVELOPMENT OF THE ALLENSTOWN SCHOOL DISTRICT SECESSION CAMPAIGN

       Chapter 3. Latino Empowerment and Institutional Amnesia at Allenstown High

       Chapter 4. The Road from Dissent to Secession

       Chapter 5. Race and School District Secession: Allenstown’s District Reorganization Campaign, 1995–2004

       PART III. ATTEMPTS TO MAKE HIGH-QUALITY, SHARED SCHOOLING WORK

       Chapter 6. Cinco de Mayo, Normative Whiteness, and the Marginalization of Mexican-Descent Students at Allenstown High

       Chapter 7. Waking the Sleeping Giant: The Emergence of Progressive, Latino-Led Coalitions for School Reform

       Conclusion: Signifying Chavez

       Notes

       Bibliography

       Index

       Acknowledgments

DateChapterEvents
19672Residential communities of Farmingville and Allenstown are consolidated into the Pleasanton Valley United School District (PVUSD)
19712PVUSD cited by federal government for its racially segregated schools, falls under desegregation mandate
19762PVUSD submits “good faith” desegregation plan to the state
19873School overcrowding in Farmingville requires busing of two hundred Farmingville students to Allenstown High
19913PVUSD begins busing 250 Farmingville students per year to Allenstown High
19943Brown Berets chapter forms in Farmingville
3MEChA Club founded at Allenstown High
3Mexican immigrant students are elected president and vice president of Associated Student Body (ASB) at Allenstown High
3Student walkouts opposing California Proposition 187 occur at Allenstown High
19953Allenstown High ASB president impeached
4PVUSD call for parent meetings to address social unrest at Allenstown High
4PVUSD-sponsored parent meetings break down and dissolve
(1995)4,5,7Allenstown citizen group goes public with intention to leave the PVUSD and establish their own school district (Allenstown secession campaign officially begins)
19965California State Board of Education rejects Allenstown District Reorganization proposal
1999Author begins field-based research at Allenstown High
20006Student conflicts emerge at AHS surrounding commemorations of Mexican holidays
20026Over 1,100 Allenstown High students absent for Cinco de Mayo (May 5)
20037Allenstown school secession plan publicly reemerges in PVUSD-commissioned District Reorganization Feasibility Study
7Together for a United PVUSD (TFAU-PVUSD) coalition is formed
20047TFAU-PVUSD coalition shuts down school district-sponsored community forum in advance of the planned decision on the District Reorganization Plan
7PVUSD decides to “indefinitely” shelve District Reorganization/Allenstown Secession Plan
20057TFAU-PVUSD coalition endorses three candidates for the PVUSD school board; all are elected

      Time magazine has called the continuing racial segregation of U.S. public schools one of the most underreported news stories of our time (Fitzpatrick 2009). While it is historically viewed as an African American/White issue, Latinos1 are now in fact more segregated than African Americans in southern and western regions of the country. In the Western states,2 the number of Latinos in intensely segregated minority schools— that is, schools with a 90–100 percent racial minority population—increased from 19 percent in 1980 to over 40 percent in 2005 (Orfield and Lee 2007). California is now the national leader for the isolation of Latino youth, with approximately 90 percent attending majority minority schools and nearly half (47 percent) attending intensely segregated minority schools (Orfield and Lee 2006).

      A distinguishing feature of this increasing White/Latino segregation is that it is no longer limited to metropolitan areas. Rapid increases in the ethnoracial and socioeconomic diversity of U.S. suburbs has led to thousands of communities experiencing significant shifts in their public school enrollments, many for the first time (Frankenberg and Orfield 2012; Frankenberg and Lee 2002). As Latino immigrant and nonimmigrant populations move beyond “suburban ring” satellite areas of metropolitan centers to further removed, more affluent, and traditionally White suburban areas as well as small to mid-sized towns across the United States (Orfield and Luce 2012), they often find themselves in communities that have relatively little experience in bringing youth and adults together across lines of racial, ethnic, cultural, and socioeconomic difference (Frankenberg and Orfield 2012), and that lack adequate services to facilitate the adaptation of immigrant students (Waters and Jiménez 2005).

      Unfortunately, in a number of U.S. suburbs facing increased immigration and ethnic and racial diversification, public school


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