Through our publications and reports, we generate and disseminate research-based knowledge that deepens our understanding of the complex nature of racial and ethnic inequality.
There are important benefits when young children are exposed to racial and ethnic diversity. This project will help facilitate a discussion of the importance of diversity in early childhood and support professional development of early childhood educators for diverse settings.
Paying closer attention to preschool diversity could help to lay the foundation for students from all backgrounds to play and learn together across racial and economic lines, yet a new study reveals that many children in school-based preschool programs do not have the opportunity for such cross-racial learning experiences.
Erica Frankenberg shared findings about the extent to which preschool students are in racially diverse educational settings in a research report titled “Segregation at an Early Age," released through Penn State’s Center for Education and Civil Rights (CECR) in conjunction with The National Coalition on School Diversity. The report drew on Civil Rights Data Collection (CRDC) from 2013-14, analyzing 27,957 public schools that enrolled 1.43 million preschool students. The report includes information about the extent of segregation nationally along with an appendix containing state-level analysis. Erica is co-director of CECR.
K-12 School Integration
Race-conscious Educational Policies in the Post-Obama Era: Separation of Powers, Federalism, and Civil Society
CECR Director Erica Frankenberg (Principal Investigator), Genevieve Siegel-Hawley from Virginia Commonwealth University, and Kathryn McDermott from University of Massachusetts, Amherst were awarded a Spencer grant to examine whether and through what processes civil rights federal policies changed during the current administration.
This literature review by CECR Director Erica Frankenberg is published by the Intercultural Development Research Association - Equity Assistance Center, Southern Region as one part of their web package on Using Socioeconomic-Based Strategies to Further Racial Integration, which also includes a summary of this literature review.
School District Secessions: How Boundary Lines Stratify School and Neighborhood Populations in Jefferson County, Alabama, 1968-2014
This CECR publication by Penn State College of Education Professor Erica Frankenberg and PhD Candidate Kendra Taylor considers how the creation of school district boundary lines may further separate neighborhoods and schools into homogenous subunits.
This project is aimed at examining empirical evidence regarding the extent to which districts are implementing integration policies, and whether — and under what conditions — schools are diverse when districts use such policies.
Black and Latino students in the South are increasingly isolated in intensely segregated schools and are doubly segregated in schools serving low-income students, according to new research released May 24, 2017 by the Civil Rights Project/Proyecto Derechos Civiles at UCLA and the Center for Education and Civil Rights at Penn State. This report shows reversal of civil rights era gains in the region and that charter schools are more segregated for Black and Latino students.
Published by Teachers College Press, the book brings together interdisciplinary perspectives from both education and legal scholars and considers curricular, political, and legal approaches to addressing civil rights issues in education. Edited by Erica Frankenberg, Liliana M. Garces, and Megan Hopkins.
CECR Director Erica Frankenberg serves as advisor to the Pennsylvania Education Equity Project (PEEP) which has to date produced 10 conference papers from original research on educational equity in Pennsylvania and hosted events on educational equity on campus and for the community.
College Access and Equity
Published by Routledge, Taylor and Francis Group, the volume shares information documented for the Fisher case and provides empirical evidence to inform scholarly conversation and institutions’ decision-making regarding race-conscious practices in higher education. Co-edited by Liliana M. Garces, Uma M. Jayakumar and Frank Fernandez.