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dc.contributor.advisorMcCarther, Shirley Marie
dc.contributor.authorFranklin, LaTanya C.
dc.date.issued2023
dc.date.submitted2023 Spring
dc.descriptionTitle from PDF of title page, viewed May 24, 2023
dc.descriptionDissertation advisor: Shirley McCarther
dc.descriptionVita
dc.descriptionIncludes bibliographical references (pages 144-153)
dc.descriptionDissertation (Ph.D.)--Division of Educational Leadership, Policy, and Foundations. University of Missouri--Kansas City, 2023
dc.description.abstractThis dissertation examines the history of racial segregation in Kansas City, Missouri, leading to the creation of the Hickman Mills C-1 Racial Equity Policy. The study’s six chapters present an analysis of the history of education and schooling in the greater Kansas City metropolitan community from 1902 to 2014; the political, social, and economic climate in the Hickman Mills C-1 School District and community; and the history of the development and implementation of the Hickman Mills C-1 School District’s racial equity policy from 2015 to 2018. Chapter 1 includes the introduction, research questions, methodology, study participants, and ethical considerations. Chapter 2 provides an overview of the history of school segregation and racial segregation in Kansas City schools and communities. Chapter 3 explores how Brown vs. Board of Education of Topeka impacted Kansas City schools and communities, the district’s response, and outcomes for the twenty-first century. Chapter 4 focuses on the Hickman Mills C-1 school consolidation, community growth and expansion struggles, and its shift from a suburban to an urban school district. Chapter 5 introduces the development and implementation of the Hickman Mills C-1 racial equity policy and includes an extensive exploration of the racial equity professional learning and culturally responsive leadership. Finally, Chapter 6 highlights the significance of the Hickman Mills C-1 racial equity policy and work, reinforces the need to address patterns of disciplinary disparities that persist in education, and provides an offering of hope reflected in opportunities for change. This study adds to an expanding scholarship on race, disparities, and equity in school communities while exploring how schools can address racial inequities and eliminate racial achievement disparities through policy and practice. This study demonstrates how Hickman Mills C-1 eventually embraced its urban school status and focused its efforts on eliminating racial disparities and the racial achievement gap.
dc.description.tableofcontentsIntroduction -- Not in my back yard: racial segregation, public school expansion, and white flight in Kansas City, Missouri, 1900-1954 -- Old habits die hard: Brown vs. Board of Education, desegregation struggles in Kansas City schools, and the lasting impact of redlining, 1955-2014 -- "It used to be a good district": the urbanization of the Hickman Mills C-1 school district, 1902-2014 -- Courageous conversations about race: the development and implementation of the HIckman Mills C-1 school district's racial equity policy -- Conclusion
dc.format.extentxv, 154 pages
dc.identifier.urihttps://hdl.handle.net/10355/95110
dc.subject.lcshSegregation in education -- Missouri -- Kansas City -- History
dc.subject.otherDissertation -- University of Missouri--Kansas City -- Education
dc.titleSegregation, Transformation, and Urban Education: A History of Attaining Racial Equity in the Hickman Mills C-1 School District
thesis.degree.disciplineEducation (UMKC)
thesis.degree.grantorUniversity of Missouri--Kansas City
thesis.degree.levelDoctoral
thesis.degree.nameEd.D. (Doctor of Education)


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