Defining Diversity in K-12 Public Schools: Race vs. SES

Introduction: Two Approaches to School Diversity

In her article Defining Diversity (October 2002), author Rebecca Jones observes that, within K-12 public school settings, "diversity" is increasingly being defined in one of two ways: (1) ethnic or racial diversity — that is, the traditional public school ethnic mix brought about through busing, vouchers, redistricting, and various other measures — and (2) socioeconomic status (SES) diversity, a way of defining and perhaps achieving public school diversity based on social class rather than race. There is no easy solution to the problem, although the measures taken by the Wake County School System in North Carolina, as described in Jones's article, could perhaps be effective in maintaining public school diversity in other parts of the United States as well.

The potential relevance and importance of the article's subject matter to a school administrator is significant. As Jones describes, there is currently increased pressure on schools, districts, and administrators nationwide to bring about equality within educational settings in ways that do not also risk lawsuits — such as the case Samantha Comfort v. Lynn School Committee — from parents who feel that race-based assignment policies are discriminatory. In this writer's view, methods like forced busing, or anything requiring students to travel far from home to attend school, can be a hardship on students and arguably interfere with learning, after-school activities, homework, and family time.

The Burden of Traditional Integration Methods

Many of the methods typically used by school districts throughout the United States to achieve ethnic diversity in public schools have ranged from mildly inconvenient to impractical to outright painful — especially for the students themselves. Still, massive efforts at public school integration, primarily in the form of busing, remain ongoing and widespread. St. Louis, as Jones points out, is a prominent example — though certainly not the only one:

"About 300,000 U.S. students now cross district lines to attend school every day, compared to 14,000 students who use vouchers to attend private schools. Probably the best-known example of crossing district lines occurs in the St. Louis area: Ever since a 1983 desegregation agreement, thousands of black inner-city children have attended suburban schools while kids from the suburbs have gone to magnet schools in the city." (Jones, "Defining Diversity")

The Case for Continuing Diversity Efforts

Whatever the arguments against busing and other cumbersome diversity measures, ethnic diversity in schools, workplaces, and social life is an important and undeniable fact of 21st-century American life. Gone are the days when any individual could expect to live, work, do business, and socialize primarily with others who shared the same ethnic, economic, and social background.

Therefore, in today's America — and in today's world — it is increasingly important for individuals from all walks of life to learn, from a young age, to know, respect, understand, and work harmoniously with one another. For that reason, school districts should continue their efforts to promote and achieve student diversity in United States public schools. Since everyone is entitled to an equal education, it is important for school districts to keep working toward that end — perhaps in new ways, like Wake County's model — even though the path remains difficult.

Conclusion

Defining diversity, and achieving it in public schools in ways that are both beneficial for students and legally sound, are complex and often difficult processes. Still, for the present and future benefit of society as a whole, such efforts must continue.

Jones, Rebecca. "Defining Diversity." American School Board Journal. October 2002. Retrieved July 16, 2005, from: <http://www.asbj.com/2002/10/1002coverstory.html>.