Abstract
Over 60 years ago, Brown v. Board of Education found educational segregation to be unconstitutional due to the gross inequity in educational opportunities. Sadly, Black and Latino children in the USA are more racially and socioeconomically segregated than during any period since data collection began. Despite multiple policy attempts aimed at education equity, this remains one of our greatest human rights challenges. Policy analysts have cited that current education policy fails to address the problem fully, because the focus is insufficiently limited to outcome data. While very important, this type of data does not provide the depth of understanding of the issues needed for comprehensive and effective education equity policy. The current study, conducted in one of the most segregated regions in the USA, involved 38 in-depth interviews that were conducted to assess access to resources and support, perceptions of the impact of segregation, and awareness of barriers to integration efforts in their community, among students of different races and ethnicities. Data were analyzed from “Empathy Maps” that were completed by the interviewers to assess both non-verbal and verbal responses. Findings suggest there are stark differences between students of different races regarding access to support and resources, and understanding of the impact of segregation. Implications suggest that future studies, policy proposals, and practice strategies targeting education equity should include greater understanding of the lived experiences of the children in the education system. This suggests a critical role for social workers who recognize equitable education as an essential human right.