Erica Frankenberg

Pennsylvania State University

Contemporary School Segregation

Tuesday, October 24, 2017
Anita Tuvin Schlechter Auditorium, 7 p.m.

Racial and economic segregation is rising, unraveling many of the gains of the civil rights era, as students of color become the majority of enrollment in public schools. Professor Frankenberg describes the benefits of integrated schools, contemporary trends in public school enrollment, and what should be done to further integration in schools and communities.

This program is sponsored by the Clarke Forum for Contemporary Issues and co-sponsored by the Popel Shaw Center for Race and Ethnicity, the Program in Policy Studies, the Departments of Education and Sociology, and the Churchill Fund. It was initiated by the Clarke Forum Student Project Managers and is part of the Clarke Forum’s Leadership in an Age of Uncertainty Series.

Biography (provided by the speaker)

Erica Frankenberg is an associate professor of education and demography at the Pennsylvania State University, and co-director of the Center for Education and Civil Rights. Her research interests focus on racial desegregation and inequality in K-12 schools, school choice & segregation, and the connections between school segregation and other metropolitan policies particularly in suburban communities. Prior to joining the Penn State faculty, she was the research and policy director for the Initiative on School Integration at the Civil Rights Project/Proyecto Derechos Civiles at UCLA.  Her recently published books are School Integration Matters: Research-Based Strategies to advance Equity (with Liliana Garces & Megan Hopkins, from Teachers College Press); Educational Delusions? Why Choice Can Deepen Inequality and How to Make it Fair (with Gary Orfield, from University of California Press); The Resegregation of Suburban Schools: A Hidden Crisis in American Education (with Gary Orfield, from the Harvard Education Press); and Integrating Schools in a Changing society: New Policies and Legal Options for a Multiracial Generation (with Elizabeth DeBray, from the University of North Carolina Press). She has published more than 50 peer-reviewed articles in leading education policy journals, law reviews, and housing journals as well as writing for policy and practitioner publications. She has also served as an expert witness in a number of desegregation cases and has assisted local districts in the design or implementation of integration plans. She received her doctorate in education policy from Harvard University, her bachelor’s degree from Dartmouth College, and is a proud graduate of the public schools of Mobile, Alabama.