Debating Equity through Integration: School Officials' Decision-Making and Community Advocacy During a School Rezoning in Williamsburg, Virginia

In: Critical sociology, Band 49, Heft 4-5, S. 749-766

Abstract

We explore puzzling outcomes in a Virginia school district: in 2018, the Williamsburg-James City County School Board voted to redraw attendance boundaries to achieve greater racial and socio-economic integration among its middle schools, yet abandoned similar efforts for high schools. Drawing on Critical Race perspectives, we conducted a content analysis of archival materials, including school board meeting transcripts, to analyze the conditions under which school decision-makers mobilize to enact equity-oriented policy reforms. We found that school board members abandoned high school rezoning in the face of fierce opposition from white, affluent residents who saw school reassignments as a threat to their entitlements to a highly rated school and to their property values. For the middle schools, board members avoided white families' entitlements, which neutralized opposition, at the same time as strong community advocacy in favor of equity and integration shifted the political landscape. This activated 'interest convergence' among school board members supportive of equity and resulted in the approval of middle-school attendance boundaries that produced greater racial and socioeconomic integration. This case underscores the importance of community advocacy for equity-based reforms; however, the scope of these efforts may be limited to changes that do not substantively threaten white parents' perceived entitlements.