Metro and Regional Inequalities
Research in this section focuses attention on the structure of economic and social opportunities created by the intersection of metropolitan and regional housing, education, transportation, growth, workforce and other policies, all within a context of often dramatic demographic changes.
The challenges to creating and implementing an anti-discrimination agenda call for a renewed, creative agenda that recognizes the structural, multi-layered impediments to opportunities faced in minority communities. The most obvious, although often overlooked, is the interrelationship between housing and schools, especially residential segregation by class and race. Other topics are less familiar, such as the relationship between racial justice and "smart growth," or racial justice evaluations of metropolitan transportation planning.
Recent Metro and Regional Inequalities Research
- Fulfilling America’s Future: Latinas in the U.S., 2015
- At 54 million, Hispanics now make up the largest ethnic minority in the country. Currently, Hispanic girls and women are one in five women in the U.S. and will comprise nearly one third of the country’s female population by 2060. Ensuring they are positioned for success is a fundamental responsibility and an important economic opportunity for the country.
- New York State’s Extreme School Segregation: Inequality, Inaction and a Damaged Future
- New York has the most segregated schools in the country: in 2009, black and Latino students in the state had the highest concentration in intensely-segregated public schools (less than 10% white enrollment), the lowest exposure to white students, and the most uneven distribution with white students across schools. Heavily impacting these state rankings is New York City, home to the largest and one of the most segregated public school systems in the nation.
- The Resegregation of Suburban Schools: A Hidden Crisis in American Education
- Erica Frankenberg is an assistant professor in the department of education policy studies in the College of Education at the Pennsylvania State University. Gary Orfield is a professor of education, law, political science and urban planning, and codirector of the Civil Rights Project at the University of California, Los Angeles.
- The Lasanti Project Description
- CRP's LASANTI Project explores many dimensions of social and economic change and inequality across the huge bi-national urbanized complex, stretching from the northern Los Angeles suburbs down through San Diego to the Tijuana metropolitan area.
- Metro Boston Equity Initiative
- The Metropolitan Boston Equity Initiative investigates racial change and the implications of such change for social and economic opportunity within the region’s diverse population.
- The Opportunity Illusion: Subsidized Housing and Failing Schools in California
- The nation’s largest low income housing production program, the awkwardly named Low Income Housing Tax Credit (LIHTC), is providing billions of dollars for building homes across the country. It has been the only significant source of funds for building housing for poor families since the l980s. Yet few people know of its existence, fewer understand its complex mechanisms, and there has been virtually no information to answer critical questions about it. What we do know is that LIHTC is a costly program producing much needed affordable housing in one of the nation’s most expensive housing markets, where millions of people cannot afford to pay the cost of adequate housing. Who is it helping? Is it giving the children in these homes a better chance in life? Is it serving all groups in our society fairly? Is it opening up housing across the region’s color lines or is it investing in segregation? These are vital questions to ask, especially now with the collapse of the housing market and the financing freeze stalling new projects. Broadly speaking, is the public investment paying off for those it is supposed to help?
- New Faces, Old Patterns? Segregation in the Multiracial South
- If desegregation plans were still in effect we would expect that as the share of whites in a state declined, white students would tend to be in schools that, on average, had an increased share of black students. In several states, however, even though the percentage of white students has declined significantly, the level of white contact with blacks actually fell.