Title:
The impact of land-use and housing policy on patterns of school segregation from 1968-2020 in Anne Arundel County, Maryland
Author:
Roxanne Hendershot
Committee Member:
Evelyn Spratt
Committee Member:
Donald Spratt
Degree Granting Institution:
Notre Dame of Maryland University--School of Education
Place:
Baltimore (Md.)
Publisher:
Notre Dame of Maryland University
Date Created:
2024
Type of Resource:
text
Genre:
thesis
Language:
eng
Format:
application/pdf
Physical Form:
electronic
Digital Source:
born digital
Abstract:
Throughout the 20th century, Anne Arundel County, Maryland transitioned from a rural, agricultural, and racially segregated society to a modern, racially diverse suburban community. This historical study analyzed the role of land-use and zoning policies on living patterns and school demographic profiles from 1965-2010. Specifically, this study traced patterns in residential zoning densities and juxtaposed them with the process of school desegregation and shifting school demographic profiles throughout the second half of the 20th century. Primary source and archival documents such as the county’s General Development Plan from 1968, 1978, 1986, 1997, and 2010, in addition to documents from the State Board of Education, the Maryland State Archives on school desegregation, meeting minutes, maps and various newspaper articles were used to conduct this study. An analysis of those documents revealed a direct relationship between zoning density and school segregation. Specifically, this study demonstrated that communities in Southern Anne Arundel County and along the coastlines, which permit low-density residential zoning tend to have schools with student populations that are predominantly white. Conversely, communities in Northern and Western Anne Arundel County where higher density residential zoning is permitted, tend to have schools with student populations that are more racially diverse and predominantly non-white. By examining land-use and zoning policies over time, this investigation demonstrated that modern school segregation is driven by government policies, challenging the narrative of de facto segregation.
Subject:
Academic theses
Subject:
Electronic dissertations
Subject:
Thèses et écrits académiques
Subject:
Thèses électroniques
Subject:
dissertations
Degree:
Doctor of Psychology
Level:
Doctoral
Discipline:
Instructional Leadership for Changing Populations
Restrictions on Access:
Author has given permission to make this work available online.
Use and Reproduction:
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Identifier:
HendershotR-24
