Digging Deeper: The Relationship between School Segregation and Unconscious Racism

Abstract

ABSTRACT Although over 60 years have passed since federal policy was developed to create a more integrated school system, Black and Brown children in the US are still learning in schools where they are almost completely segregated from their White peers. The impact of segregation in schools is well documented, and outcome data continues to demonstrate significant racial disparities in educational achievement among our children. While structural racism accounts for much of the lack of progress in this area, unconscious beliefs may also play a role in the intractability of segregation, and segregation may lead to greater implicit bias. The current study examined the relationship between levels of diversity in school and community, beliefs about segregation, and implicit racial bias. Findings suggest that implicit racial bias was significantly higher for those who were educated in communities with lower levels of integration. In order to truly impact segregation, social workers must consider the complex interplay between societal factors and unconscious factors which both serve to perpetuate the staggering lack of equity in educational opportunities in this country.