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The Browning of American Public Schools: Evidence of Increasing Racial Diversity and the Implications for Policy, Practice, and Student Outcomes

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Abstract

Demographic trends have suggested a general increase in minority student populations in American public schools, particularly Hispanics/Latino(a)s students. However, research, theoretical analysis, and comprehensive recommendations to address the sociocultural implications of these population changes have been scarce. This research used the most recent data from the US Department of Education’s Office of Civil Rights to further examine demographic population changes in US public schools from 2000 to 2010. The study uses intergroup threat and contact theories to frame the discussion and implications. Findings reveal an increase in minority student populations generally and within many locales with historically small non-White populations. A comprehensive set of recommendations for educational stakeholders is provided.

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Fig. 1

Source: U.S. Department of Education (2000, 2011). Office of Civil Rights, Student enrollment demographics

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Notes

  1. This article acknowledges the controversial use of the term “minority” in academic writing. The use of the term throughout this essay is to only regard the numerical minority of people of color (i.e., African Americans or Blacks Latino/a or Hispanic populations -- used interchangeably) in context of the larger United States population with a full understanding of the arguably negative connotative meaning which is not intended in its use throughout this article.

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Authors and Affiliations

  1. UNC Charlotte Center City Campus, Charlotte, NC, 28202, USA

    Amber C. Bryant

  2. College of Education, UNC Charlotte, 9201 University City Blvd., Charlotte, NC, 28223, USA

    Nicholas P. Triplett

  3. Towson University, 8000 York Road, Hawkins 104E, Towson, MD, 21252, USA

    Marcia J. Watson

  4. UNC Charlotte Center City Campus, Room 409, 320 E. 9th Street, Charlotte, NC, 28202, USA

    Chance W. Lewis

Authors
  1. Amber C. Bryant
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  2. Nicholas P. Triplett
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  3. Marcia J. Watson
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  4. Chance W. Lewis
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Corresponding author

Correspondence to Amber C. Bryant.

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Table 1 2000–2011 US student population changes
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Bryant, A.C., Triplett, N.P., Watson, M.J. et al. The Browning of American Public Schools: Evidence of Increasing Racial Diversity and the Implications for Policy, Practice, and Student Outcomes. Urban Rev 49, 263–278 (2017). https://doi.org/10.1007/s11256-017-0400-6

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