Bonnie E. French
EDUCATOR & SOCIOLOGIST
Lexington Books, 2017
French offers an in-depth look at "diversity" within predominantly white independent schools in the northeastern U.S. from the perspective of policy developers and implementers. "Diversity", which began as a euphemism for racial integration, is largely unquestioned as a positive goal within schools. However, the nebulous and ever-expanding meaning of "diversity" has meant a drastic shift from the original mission of racial integration to a practice that serves to institutionalize the unequal status quo.
-Immaculee Harushimana
Lehman College
"highly relevant and important"
-Susan V. Iverson
Manhattanville College
"French's critical analysis of race in independent day schools is a must read for educational leaders, but also for students, parents and the wider public."
Race at Predominantly White Independent Schools: The Space between Diversity and Equity
"a welcome contribution to the study of diversity."
-Adalberto Aguirre, Jr.
University of California, Riverside
Demolition, Division and Displacement: Examining the Preservation of Whiteness in Rotterdam Municipal Housing Policy
AUTHORS: Madeline C. Arkins & Bonnie E. French
ABSTRACT: Recent gentrification policies from the municipality of Rotterdam have involved the demolition of social housing, resulting in the displacement of migrant communities. These developments have been criticised by several United Nations Special Rapporteurs as violating the human right to adequate housing. Through qualitative content analysis of municipal policy documents and expert interviews, this article examines how whiteness is preserved in Rotterdam municipal housing policies between the years 2006 and 2022. Using critical race theory, this study identifies three key stages through which whiteness is preserved: in the conceptualisation of theories underpinning policies; the language codified in policy documents, and the implementation of the policy. This research offers a clear example of systemic racism today; how it operates through policies that villainize low-income migrants and justifies the maintenance of the status quo of racial hierarchy in Rotterdam.
Diversity: Words, Meaning and Race at Predominantly White, Independent Schools
ABSTRACT: This paper investigates the current meaning of “Diversity” in elite, predominantly white, independent schools in the U.S. The author collected data from in-depth interviews with a variety of school personnel. This data was supported by student enrollment data from the National Association of Independent Schools. Findings indicate that current “Diversity” work centers around inclusion and cultural fluency and not racial equity. Simultaneously, while the representation of students of color increased in the last several decades, the representation of Black students at the same time has remained virtually stagnant. Using Critical Race Theory, the author concludes that “Diversity” is a façade of progress and there is no indication of true racial equity to support it.