SO 342 Park University Unit 4 Racial Inequality and Segregation Paper Introduction Answer the prompt in a 2-3 page essay. Your essay will be graded on how

SO 342 Park University Unit 4 Racial Inequality and Segregation Paper Introduction

Answer the prompt in a 2-3 page essay. Your essay will be graded on how well it exhibits: clear sociological understanding of unit and question concept; critically reflective and insightful analysis, explanation and application: clear writing, with strong thesis and organization, proper formatting aligned with disciplinary conventions and citations

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Choose a city to explore from Mapping Inequality. (Links to an external site.)

Read through differently graded area descriptions and explain how race is used to determine risk.

Next, explore the same city’s racial makeup today: Mapping Segregation. (Links to an external site.)

Identify any correlations between the maps, and describe how federal policy from the past has contributed to the current racial segregation today, and the impact of institutional discrimination.

Reading Material Attached, Extra material on subject listed below:

Mapping Inequality. (Links to an external site.)
Mapping Segregation (Links to an external site.)
Video- Race: The Power of Illusion- Part 3 (Links to an external site.) Unit 5: Institutional Inequality
Racial Housing Covenants
Real Estate Steering
White Flight
Environmental Racism
Very high levels of disparity exist between households of color and white householdss, as reported in
this week’s readings, particularly at the institutional level. The racial wealth gap indicates that white
families hold almost 10 times the amount of wealth as black families, due to disparities in
homeownership rates, income, education, and inheritance (accumulated wealth). Figure 1, on page 45,
maps out the relationships between institutions and health, indicating the severe impacts of the
interlocking forms of discrimination. In real estate, federal policies produced racial segregation in cities,
and prohibited black families (and in many instances other racial and ethnic groups) from living in newly
built suburbs. At the end of WWII, the federal government, using public money (from taxes that people
from all racial groups pay), specifically funneled money into mortgages that were exclusive to white
neighborhoods through banks that were advised to deem black and integrated neighborhoods an
economic risk. At the same time, the housing boom that was further subsidized by the federal
government through the building of roads and other infrastructure in the construction of suburban
America, were restricted, via racial housing covenants. Written into the deed of the home, it was
indicated that the house could never be sold to someone from the listed racial groups. Many homes still
have this listed on the title, though it can no longer be legally enforced. Another common practice by
real estate agents was blockbusting, or panic selling. Agents would encourage white homeowners to sell
their homes quickly and at a low price by instilling fear that the black families were moving into the
neighborhood. These practices created segregated neighborhoods, even in cities where integrated
neighborhoods had previously been the norm.
Example of Redlining Map from Kansas City, Missouri.
Unit 5: Institutional Inequality
Description of one category D neighborhood
This neighborhood is categorized as D, as described below, because of the proximity to a black
neighborhood, even though few black people lived in it at the time.
Unit 5: Institutional Inequality
And segregation today, with green= black residents, blue=white residents, orange=Latinx residents, and
red=Asian residents. While racial discrimination is illegal in housing today, the legacy of these divides
still persists. Additionally, research indicates that property values are lower in neighborhoods of color,
even if the houses are of exactly the same quality as in white neighborhoods, contributing to the racial
wealth gap. School district boundaries are often drawn to reflect and concretize these segregated
neighborhoods, leading to segregated public schools. Overall, schools are becoming increasingly
segregated, and in some areas of the country, like the Northeast, are more segregated than before
Brown v. Board of Education. Because of public school funding, and districting around neighborhood
schools, many urban areas have deeply segregated public schools systems with very uneven resources.
Neighborhoods of color are also the most physically unsafe due to environmental hazards and toxic
sites, including trash dumps, water treatment plants, and power plants. The high levels of lead in the
water in Flint, MI These public health risks both lower property value, as well as have adverse health
impacts on residents. Segregated neighborhoods have impacts on health, wealth, and also education.
Unit 5: Institutional Inequality
Where we live effects quality of life and well-being, as well as life expectancy.
Kansas City, Missouri in 2010
Additional Resources:
Redlining Maps from Home Owners Loan Corporation
Kye, Samuel. 2018. “The Persistence of White Flight in Middle Class Suburbia,” Social Science Research,
72: 38-52.
The Devaluation of Assets in Black Neighborhoods
How School District Boundaries Can Create More Segregated Schools

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