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| dc.contributor.author | Barnwell, Xaviera K. | |
| dc.date.accessioned | 2020-04-16T21:06:59Z | |
| dc.date.available | 2020-04-16T21:06:59Z | |
| dc.date.issued | 2020 | |
| dc.identifier.uri | https://hdl.handle.net/10428/4137 | |
| dc.description.abstract | Earning a high school diploma in the U.S. is considered to be a precursor for entering college or finding a living-wage job. However, for students in poverty, a high school diploma is not assured. According to the U.S. Census Bureau (2018), general poverty levels dropped by 0.5% to 11.8%. However, for individuals “aged 25 or older without a high school diploma” the rate of poverty increased by 1.4%. This was the only demographic that experienced an increase (Census.gov). For many students in poverty, gaining a diploma is understood to be essential for success and often it is also understood to be a luxury that is out of reach. This paper will examine redlining as one of the roadblocks for impoverished students in their attempts to gain a diploma. While the Fair Housing Act disallowed redlining fifty years ago, the remnants, and some say the actual practices, remain in what are now called “underserved” communities. This paper will explain the concept of redlining, look at many of the political issues involved, and explain the current role these policies play in inhibiting equal educational opportunity. | en_US |
| dc.language.iso | en_US | en_US |
| dc.title | Project Baby: The Effects of Public Housing on Academic Rates | en_US |
| dc.type | Presentation | en_US |
