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In this article Professor Perry argues that Plessy v. Ferguson and the de jure segregation it heralded has overdetermined the discourse on Jim Crow. She demonstrates through a historical analysis of activist movements, popular literature, and case law that private law, specifically property and contract, were significant aspects of Jim Crow law and culture. The failure to understand the significance of private law has limited the breadth of juridical analyses of how to respond to racial divisions and injustices. Perry therefore contends that a paradigmatic shift is necessary in scholarly analyses of the Jim Crow era, to include private law, and moreover that this shift will enrich our understandings of both historic and current inequalities.

Purpose – This chapter presents information about the residential patterns and reported segregation or discrimination of Latinos in the greater Washington, DC, metropolitan region. The author provides definitions, associated concepts, causes and consequences, selected data findings, and a historical and demographic overview of the Latino population in the region.

Methodology/approach – A literature review of scholarly articles from the social sciences, policy reports, census data, and other public use data, and other publications.

Findings – Data from the Harvard University DiversityData Project (2012) reveals evidence of Hispanic residential segregation throughout the Washington, DC, metropolitan region. In addition, Hispanic children are more racially isolated, have less exposure to Whites, and are more densely populated and residentially clustered in the region.

Research limitations/implications (if applicable) – This chapter does not present new research or original evidence about residential patterns, residential segregation, or housing discrimination among Latinos in the greater Washington, DC, metropolitan region.

Practical/social implications – The prevalence of residential discrimination, segregation and its impact on the restricted residential patterns, social mobility, and isolation of Latinos is a regional and national social problem. The greater Washington, DC, region will continue to receive Latino newcomers who will disperse into areas where they have not resided before. The ways in which they and their families are received and treated by their neighbors can provide context into race relations in a so-called post-racial America.

Originality/value of chapter – The residential patterns of Latinos in the greater Washington, DC, metropolitan region and evidence of the segregation and discrimination they have encountered caution us to examine how segregation perpetuates disadvantage, inequality, racialization, social distance, and other kinds of discrimination. Whether residential segregation is voluntary or involuntary, its remnants are a visceral force that cannot be ignored.

In this chapter, the authors interrogate the structures, natures, processes, and variables that shape globalized collegiate desegregation. The authors pay attention to the history of segregation in South African culture, then proceed to current efforts to dismantle and rebuild the country’s educational enterprise. Drawing parallels with segregation policy in the United States, the authors argue that both nations may draw from global lessons about systemic global anti-Black oppression and its structural forms (e.g., apartheid, inequities in higher education). More specifically, the authors ground arguments in an analysis of the linguistic hegemony that continues to inculcate the college-aspiring students of South Africa. Understanding fundamental desegregation characteristics of racial hegemonic nations (e.g., United States) vis-à-vis racial and linguistic hegemonic nations (e.g., South Africa) is imperative to increase understanding of democratization of educational systems throughout the world.

This memoir records my experiences with, observations of, and reflections upon the racial segregation that prevailed as I was growing up white in Baton Rouge, Louisiana, in the 1950s and 1960s. As part of the last generation to remember the Jim Crow South, I offer these verbal snapshots of the last days of de jure racial segregation – an exercise in retrospective symbolic interactionism.

Anna Julia Cooper and Septima Poinsette Clark were two prominent late 19th- and early 20th-century educators. Cooper and Clark taught African American students in federally sanctioned, segregated schools in the South. Drawing on womanist thought as a theoretical lens, this chapter argues that Cooper and Clark’s intellectual thoughts on race, racism, education, and pedagogy informed their teaching practices. Influenced by their socio-cultural, historical, familial, and education, they implemented antioppressionist pedagogical practices as a way to empower their students and address the educational inequalities their students were subjected to in a highly racialized, violent, and repressive social order. Historical African American women educators’ social critiques on race and racism are rarely examined, particularly as they pertain to how their critiques influence their teaching practices. Cooper and Clark’s critiques about race and racism are pertinent to the story of education and racial empowerment during the Jim Crow era.

Common Core State Standards Initiative mandates increased readings of informational texts within English Language Arts starting in elementary school. Accurate, age-appropriate, and engaging content is at the center of effective social studies teaching. Textbooks and children’s literature—both literary and informational—are prominent in elementary classrooms because of the esoteric nature of primary source material. Many research projects have investigated historical accuracy and representation within textbooks, but few have done so with children’s trade books. We examined children’s trade books centered on three historical figures frequently incorporated within elementary school curricula: Eleanor Roosevelt, Rosa Parks, and Helen Keller. Findings revealed various forms of historical misrepresentation and differing levels of historicity. Reporting such lacunae is important for those involved in curricular decisions. We believe children’s books, even those with historical omissions and misrepresentations, provide an unique opportunity for students to incorporate and scrutinize diverse perspectives as they actively assemble historical understandings. All secondary narratives, even historically representative children’s books, can benefit from primary source supplementation. We guide teachers interested in employing relevant and rich primary source material.

This chapter examines underrepresentation among African American and Hispanic students in gifted education using the perfect storm analogy, arguing that social inequality, elitism, and colorblindness are three forces that contribute to the poor presence of these groups in gifted education. Underrepresentation trends are presented, along with methods for calculating underrepresentation and inequity. Underrepresentation is placed under the larger issues of achievement gaps, and inequitable school practices, specifically de jure segregation. Models and discussions of social inequality, elitism, and colorblindness are presented to explain that the magnitude of underrepresentation is beyond statistical chance and a function of decision makers’ attitudes and beliefs grounded in deficit paradigms. The primary theses and admonitions are that gifted education underrepresentation is counterproductive in such a culturally different nation, and that desegregating gifted education is nonnegotiable. Suggestions for desegregating gifted education and eliminating inequities are provided.

By making the explicit connections between the processes of urban-suburban racial transitions and Wilson and Kelling’s broken windows theory, this chapter proposes the linkage between concern for crime/disorder and anti-Blackness.

The contention is supported by recounting and highlighting key historical dynamics and their congruency with the original broken windows treatise; bringing in relevant research regarding racial coding and assumptions; surveys on residential mobility; and theoretical frameworks on colorblind racism.

The enduring popularity of broken windows theory is likely more due to its colorblind explanations of the suburbanization of urban Whites than to the explanatory merit of the theory. To explain the origin of such (problematic) concepts as “urban decay” and “crime-ridden communities,” the theory deflects concerns for determinative processes such as deindustrialization, integration, overpolicing, and historical anti-Blackness and provides a parable regarding a lack of vigilance in support of community norms, which in White communities have traditionally been segregationist. The moral of the parable is that “urban decay” is the result of Whites allowing desegregation to proceed after Brown v. Board.

This chapter provides a macro-discursive explanation for the popularity of broken windows theory and helps explain its centrality to the ongoing discussions regarding race, territorial and disorder policing, and practices such as stop-and-frisk.

This paper seeks to argue that racially discriminatory zoning in Colonial Hong Kong could have been a form of protectionism driven by economic considerations.

This paper was based on a review of the relevant ordinances, literature, and public information, notably data obtained from the Land Registry and telephone directories.

This paper reveals that many writings on racial matters in Hong Kong were not a correct interpretation or presentation of facts. It shows that after the repeal of the discriminatory laws in 1946, an increasing number of people, both Chinese and European, were living in the Peak district. Besides, Chinese were found to be acquiring land even under the discriminatory law for Barker Road during the mid‐1920s and became, after 1946, the majority landlords by the mid‐1970s. This testifies to the argument that the Chinese could compete economically with Europeans for prime residential premises in Hong Kong.

This paper lends further support to the Lawrence‐Marco proposition raised in Environment and Planning B: Planning and Design by Lai and Yu, which regards segregation zoning as a means to reduce the effective demand of an economically resourceful social group.

This paper shows how title documents for land and telephone directories can be used to measure the degree of racial segregation.

This paper is the first attempt to systematically re‐interpret English literature on racially discriminatory zoning in Hong Kong's Peak area using reliable public information from Crown Leases and telephone directories.

On a brisk day in Springfield, Illinois, an attractive African-American family stood on the steps of the Illinois Old State Capitol waving to a rapturous and diverse audience of Americans following the family's patriarch's announcement that he would run for the presidency of the United States of America. Standing in the shadows of the legislative building where he worked and the adopted hometown of President Abraham Lincoln who was known as the “Great Emancipator” of the slaves, the symbolism was lost on no one. By announcing his candidacy, he was entering one of the most competitive and diverse fields of presidential candidates in the history of the nation, including its first female and first Latino candidates. When the freshman Illinois senator, Barack Hussein Obama decided to make a bid for the presidency, many Americans were surprised and fascinated with the possibility of its first African-American leader. Older Americans, especially African Americans, had clear knowledge and some personal memories of the national history replete with the vestiges of slavery, the Civil War, and a failed Reconstruction Era in the forms of de jure segregation in the South and de facto segregation throughout the rest of the country. Despite the progress made as a result of the legislation emanating from the activism of the 1960s civil rights movement, this history created a socio-cultural narrative rife with prejudice, racism, and discrimination. Consequently, the nation's race relations narrative was fraught with the tensions between its majority and minorities.