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Martin (Public Policies, Individual Practices, and Racial Segregation…

- - - - “The point here, however, is that living in segregated communities and attending segregated schools often means that there is little contact between members of the dominant group and members of subordinate groups.” (Martin, 2017, pg.5)
        
        "Sadly, the only exposure that some Americans have to other groups, especially people of color, is what they see in the mass media and mass media representations often follow a narrative that is not reflective of the full spectrum of experiences of people of color; rather, the dominant narrative often tells a story of a race of Black people who lack motivation, have a propensity toward violence, and are looking for a handout.” (Martin, 2017, pg.5)
    - - “Schools are still racially segregated more than 60 years after the landmark Supreme Court decision involving Linda Brown and several other defendants, and in the age of “educational reform,” majority-minority schools are deemed failing, and philanthrocapitalists see such goals as an opportunity to increase their bottom line and feel good about themselves.” (Martin, 2017, pg.5)
- - - - “The result is a declining black‒ white exposure rate: it became increasingly difficult to increase interactions between blacks and whites because there were ever-fewer whites in the schools.” (Rivkin, 2016, p. 32)
- - - - “So, while White people justify their housing and schooling, for example, as personal choices and not manifestations of racism, the underlayer reveals a harsher surface embedded with racist ideology and stereotypes. Stereotypes become informed over many years through implicitly and explicitly based interactions with those in the circle of influence over White people (friends, family, colleagues, etc.).” (Martin, 2017, pg.6)
        
        ” In urban neighborhoods, the concept of failing schools is used as a mechanism of segregation as those with resources would not willingly send their children to a school framed as failing.” (Martin, 2017, pg.7)
    - - “Many teachers in urban settings live in suburban and/or segregated areas, thus reinvesting their tax contributions from their urban employment into their suburban settings. Failing to recognize that racism’s continuing impact creates disparities in opportunities, manifested in the housing choices and practices in which whites engage, creates differences that work to segregate.” (Martin, 2017, pg.6)