Hyper-White High Schools

We believe that the efforts to reduce racial, ethnic, and economic isolation reported by hyper-segregated White high schools are not effective with respect to meaningfully reducing racial, ethnic, and economic isolation by exposing hyper-segregated White students to diverse students and teachers. Furthermore, we believe that the efforts to reduce racial, ethnic and economic isolation reported by hyper-segregated White high schools are only marginally effective with respect to ameliorating the negative short-term and long-term effects of racial, ethnic, and economic isolation. Beyond the lack of direct exposure to diverse students and faculty, and the lack of effective programming designed to ameliorate the negative impacts of racial, ethnic
It is unclear from the Strategic School Profile and Performance and Profile report data how and why hyper-segregated White high schools view many of the clubs and club activities as an effort to reduce racial, ethnic, or economic isolation. Many of the clubs and club activities are designed to raise awareness surrounding inclusion issues with disabled students (e.g. Best Buddies Club and Unified Sports Club), gay, straight, transgender and bisexual issues (e.g. Gay Straight Alliance Club), and other social justice issues that have nothing to do with racial, ethnic, or economic isolation. Granted, some hyper-segregated White high schools identify a handful of clubs that directly connect to matters concerning racial, ethnic and economic isolation (e.g. Diversity Club, Habitat for Humanity, etc…). However, these clubs and club activities are a minority of the overall clubs and club activities identified by hyper-segregated White high schools. Furthermore, while good intentioned, most of the activities sponsored by clubs have little connection to matters involving racial, ethnic, and economic isolation. Reported efforts involving community service programming and raising awareness of social justice issues are in most cases tangentially related to issues concerning racial, ethnic, and economic
Some of these clubs are referred to as “Diversity Clubs.” According to the self-reported descriptions of these clubs, the themes and activities of the diversity clubs cut across a wide range of topics involving race and the ongoing challenges confronted by many racial and ethnic minority groups in America. These clubs provide students in hyper-segregated White high schools the platform to discuss the challenges faced by the minority groups in America, and the opportunity and design programming that brings awareness to the needs and challenges faced by various minority groups. However, the work of these diversity-type clubs is conducted in a racially isolated, predominantly White environment. Because the environment is homogeneously White, the impact of this environment inhibits students from developing a well-rounded concept of the other, and may help students develop a sense that “the other” is inferior or lacking. This, in turn, does not have a significant impact on the development of the traits/skills that students will need as they pursue their lives or studies beyond the high school setting, and may very well lead to a culture shock or dissonance when these students enter other settings that are not