One area which interests me is the racial integration of Cuyahoga County schools, beyond the explicit beginnings of the movement in the 1960’s. Cuyahoga County, which contains the Cleveland metropolitan area in Ohio, fascinates me in particular because I am from the area and it has a complex history of racial composition and confrontation. Furthermore, there is a tight-knit sense of ethnic heritage within certain communities, leading to the common perception that most schools and neighborhoods are not rather diverse. To understand why this dynamic exists, I want to analyze how an area of residence impacted the integration of schools. In other words, I want to research how the integration of communities after the Civil Rights Movement influence
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Based on preliminary research of the topic, 236 of the 373 schools have one race comprising 75% of the student body or higher (Ohio Department of Education). Also of interest in Cleveland is the subject of deindustrialization and its role in neighborhood demographics. Two major factors specific to Cuyahoga County are also of interest to me, those being deindustrialization, and the ensuing “white flight”, and the 1966 Hough Riots. As Cleveland continued to decline in the so-called “Rust Belt”, the phenomena referred to as “white flight” occurred, equating to thousands of white people to move out of the city and surrounding suburbs into rural areas (Collins). The Hough Riots were the result of flaring tempers over desegregation efforts, and marked a major downturn in African American communities within the county (Collins). For my research paper, I propose to investigate the effects of residential racial integration in relation to the desegregation of schools in Cuyahoga County, Ohio; particularly in the …show more content…
Entitled “Finding Common Ground: Coordinating Housing and Education Policy to Promote Integration”, the report historically analyzes framework to integrate schools and housing through legislation. Philip Tegeler, the author, notes how integration efforts for the two have been approached separately despite the issues being largely intertwined. The journal breaks up the findings in four parts: the "Reciprocal Relationship" Between Integrated Housing and Education; The Housing Voucher Program as a Bridge to Better Schools; Sustainable Communities and Choice Neighborhoods: Coordinating Schools, Housing and Transportation Planning in Support of Racial and Economic Integration; and the Conclusion and Policy Recommendations. My conclusion in relation to Cuyahoga County would be outlined in a similar manner, in which the information is accessible and clear. Moreover, the present historical information would be useful to summarize the movement to integrate communities in the nation as a whole (both in schools and in
Based on preliminary research of the topic, 236 of the 373 schools have one race comprising 75% of the student body or higher (Ohio Department of Education). Also of interest in Cleveland is the subject of deindustrialization and its role in neighborhood demographics. Two major factors specific to Cuyahoga County are also of interest to me, those being deindustrialization, and the ensuing “white flight”, and the 1966 Hough Riots. As Cleveland continued to decline in the so-called “Rust Belt”, the phenomena referred to as “white flight” occurred, equating to thousands of white people to move out of the city and surrounding suburbs into rural areas (Collins). The Hough Riots were the result of flaring tempers over desegregation efforts, and marked a major downturn in African American communities within the county (Collins). For my research paper, I propose to investigate the effects of residential racial integration in relation to the desegregation of schools in Cuyahoga County, Ohio; particularly in the …show more content…
Entitled “Finding Common Ground: Coordinating Housing and Education Policy to Promote Integration”, the report historically analyzes framework to integrate schools and housing through legislation. Philip Tegeler, the author, notes how integration efforts for the two have been approached separately despite the issues being largely intertwined. The journal breaks up the findings in four parts: the "Reciprocal Relationship" Between Integrated Housing and Education; The Housing Voucher Program as a Bridge to Better Schools; Sustainable Communities and Choice Neighborhoods: Coordinating Schools, Housing and Transportation Planning in Support of Racial and Economic Integration; and the Conclusion and Policy Recommendations. My conclusion in relation to Cuyahoga County would be outlined in a similar manner, in which the information is accessible and clear. Moreover, the present historical information would be useful to summarize the movement to integrate communities in the nation as a whole (both in schools and in