The scale of these national changes is too great to leave suburbs unaffected. As a consequence, white suburbanites are exposed to more racial diversity than ever before, a process that compounds annually. In 1980, a majority of white suburban residents lived in areas greater than 95 percent white, according to my analysis of the Census data. Only about one in six lived in a neighborhood where people of color made up at least 20 percent of the population. Fast-forward to today, and the numbers flip: Fewer than one in 10 white suburban residents lives in a neighborhood greater than 95 percent white, while more than half can be found somewhere that’s more than 20 percent nonwhite. Suburbs are now home to most black Americans and Hispanic Americans.
Nonwhite residents skew younger, which means diversity is increasing in schools even faster than in cities and neighborhoods. As that happens, the racial isolation of white children has been broken in spectacular fashion. In 1988, the earliest year with digitized federal data, more than half of white children nationwide attended a school that was more than 90 percent white. In 2016–2017, the most recent school year with data, that share dropped to less than one-fifth. In public districts today, more than three-fifths of white children attend a diverse school where at least 20 percent of the student population was not white; in major metros, nine-tenths of white children do.
Lest the point get lost in a swarm of statistics, these figures represent an inversion of America’s historic racial geography. As recently as a few decades ago, almost all white people in America lived their lives in places where racial diversity was minimal or nonexistent. This is simply no longer true. In neighborhoods and, especially, schools, moderate diversity is now the norm for most white Americans. The America where busing failed was a place where islands of urban diversity drifted in an ocean of suburban whiteness. Today, the metaphor must be reversed: An archipelago of white enclaves is embedded in a sea of growing racial diversity.
And since this discussion is in the context of debates about schools and busing, the author suggests this change in diversity has implications:
By every available demographic metric, those white suburbs are losing ground in 21st-century America. The problem of segregated schools, as urgent and familiar as ever, is embedded in a deeply unfamiliar context. School integration in 2019 means moving children across racial boundaries that are already looking ragged. The communities it risks outraging have ever-shrinking political clout. People should consider whether they have overlearned the lessons of history—whether the antibusing consensus is more robust than the conditions that created it. Integrated schools are more achievable than the political system believes. The missing ingredient for desegregation may just be elected officials with the courage to stop fearing America as it was, and start leading America as it is.
The article takes a pretty optimistic view of racial change in communities. Indeed, residential segregation has decreased in recent years with more minorities living in suburbs and increased immigration.
I wonder if the same data could be interpreted differently:
1. The cutoffs for diversity cited above are low bars. More than 20% non-white is not that much diversity.
2. The article does not discuss social class and its interaction with race and class. What kind of diversity are white suburbanites interacting with in terms of class and race together?
3. The emphasis here is on the public school system as well as communities though there are plenty of white students (as well as other students) in different schooling environments and social ties and networks can operate through many institutions. Diversity by community or neighborhood may not translate into diversity in a school setting or in local government or houses of worship or friendship networks.
4. What is the end goal of such efforts? Is “moderate diversity is now the norm for most white Americans” enough or even be used a way to limit further diversity? Is representation in public schools enough or is the goal similar academic achievement or access to political power or homeownership rates or wealth (all areas with disparity)?