Date of Graduation
Spring 5-20-2025
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
Curriculum & Instruction
Thesis Chair
Karen L. B. Burgard, Ph.D.
Abstract
This qualitative case study examines the impact of social, economic, and racial biases, that Black students experienced in the United States public school system, focusing on the author's three generational journey. The author's experience highlights the challenges of racialized residential segregation stemming from city-wide redlining practices in New Orleans, which kept Black people geographically isolated from employment opportunities and exposed them to risks to their well-being, crime, and violence (Bloom, 2014; Englund, 2022; Platt, 2019; Seicshnaydre et al.,2018). Despite the tremendous progress made by the Civil Rights Movement and federal and state policies aimed at addressing these inequalities, housing segregation and, by extension, de facto segregation in schooling continue to impact the educational opportunities of Black families. This study tells the story of three generations, all from the same family, who attended the New Orleans Public Schools system and how redlining practices shaped their educational journey.
Recommended Citation
Cooper, Leatre Y., "A QUALITATIVE STUDY OF THE IMPACT OF RACIAL SEGREGATION ON THE SCHOOLING OF ONE AFRICAN AMERICAN FAMILY" (2025). Masters Theses. 40.
https://digitalcommons.tamusa.edu/masters_theses/40