Reparations and School Reform for Justice

Pattern’s Paradigm

Baylor, A. (2021). Criminalized Students, Reparations, and the Limits of Prospective Reform. Wash. UL Rev., 99, 1229.

The purpose of this study was to examine how minority students are criminalized and lose access to advanced education and justice as a result of systematic racism. Its scope included reparations literature, laws, cases, and logical conclusions, and excluded anecdotal evidence. The focus was on examples, constitutional law, and literature. The units of analysis were time periods (20th century) and no sampling was involved. Data was qualitative and quantitative and presented in narrative form and analyzed using both deductive and inductive reasoning, with multiple data sources and studies. The study occurred in 2019, and did not include an ethics or logistics discussion.

Brooks, R. L. (2019). Racial Reconciliation Through Black Reparations. Howard LJ, 63,349.

The purpose of this study was to critique the legitimacy of a reparations bill in Congress. Its scope included literature, laws, cases, and historical analysis, and excluded anecdotal evidence. The focus was on constitutional law, cases, and literature. The units of analysis were time periods (slavery to now), and no sampling was involved. Data was qualitative and presented in narrative form and analyzed using both deductive and inductive reasoning, with multiple data sources and studies. The study occurred in 2019, and did not discuss ethics or logistics.

Green III, P. C., Baker, B. D., & Oluwole, J. O. (2020). School finance, race, and

reparations. Wash. & Lee J. Civ. Rts. & Soc. Just., 27, 483.

The purpose of this study was to look at black-white school funding disparities from the perspective of the separate but equal era. Its scope included case law. The focus was on desegregation litigation and school finance litigation. The units of analysis were time periods (Separate but Equal Era to now), and no sampling was involved. Data was qualitative and presented in narrative form and analyzed using both deductive and inductive reasoning, with multiple data sources and studies. The study occurred in 2020, and did not discuss research ethics or logistics.

Jiménez, D., & Glater, J. D. (2020). Student debt is a civil rights issue: The case for debt

relief and higher education reform. Harv. CR-CLL Rev., 55, 131.

The purpose of this study was to identify the ways student indebtedness works to disadvantage minorities. Its scope included literature, laws, cases, and historical analysis, and excluded anecdotal evidence. The focus was on constitutional law, cases, historical facts, and literature. The units of analysis were time periods (slavery to modern times), and no sampling of participants was involved. Data was qualitative and presented in narrative form and analyzed using both deductive and inductive reasoning, with multiple data sources and studies. The study occurred in 2020, and did not discuss ethics or logistics with respect to research.

Williams, V. L. (2005). Reading, writing, and reparations: Systemic reform of public