Education/Instruccion

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Agosto, Jasmin. “Fighting Segregation, Teaching Multiculturalism: The Beginning of the Education/Instruccion Narrative of the 1970s Hartford Civil Rights Movement”. Educational Studies Senior Research Project, Hartford, Connecticut: Trinity College, 2010.
Agosto, Jasmin. “Fighting Segregation, Teaching Multiculturalism: The Beginning of the Education/Instruccion Narrative of the 1970s Hartford Civil Rights Movement”. Educational Studies Senior Research Project, Hartford, Connecticut: Trinity College, 2010.

Glue, cut up pieces of paper, and string. These were the tools used to ignite a flame under the fight against housing discrimination[1]. Ben Dixon, Boyd Hinds and Julia Ramos, three very unique individuals with extremely different backgrounds came together to map out the majority of power within the largest, most influential corporations within the Hartford community. It quickly became evident that those controlling the money flow, the housing laws, and the insurance rates were white males[2]. Thus began the battle of uncovering active discrimination within these practices, with a vision of reforming the system for a permanent fix for institutionalized racism.

Boyd Hines, a white male who grew up with a middle class family in the suburbs of Hartford introduced Dixon to Ramos when he offered them a teaching job at Westledge School. This school was a private institution that attempted to provide a better education for Puerto Rican and African American boys. Julia Ramos was Puerto Rican woman and graduate from the University of Hartford. Ben Dixon was an African American man who grew up in Hartford, and received the opportunity to attend Howard University. But the time Hines, Ramos and Dixon spent at Westledge was limited, for their observance of one school making a minute difference seemed lackluster against tackling a fundamental, institutional issue[3].

True, Education/Instruccion set out to fight a legal battle against institutional racism. However, with equal importance, Education/Instruccion was an organization that wanted to educate the people who were being subjugated without their knowledge. Education/Intrucicion wanted to bring to the attention of those facing discrimination, perhaps without their knowledge, that this system is flawed, and someone…something…this group of three brave individuals is willing to take a stand against the injustice. Therefore, they started out offering consulting services as well as creating articles which spell out corporation corruption in a way that is coherent[4]. The bilingual name of the group illustrates this goal: bridging a gap within the Hartford community.

Testing and Collecting Evidence

The original  Fair Housing Act of 1968 weakly prohibited discrimination in the “sale, rental, and financing of dwellings, and in other housing-related transactions, based on race, color, national origin, religion, sex, or familial status.”[5] However, this practice was barely enforced and laced with loopholes. Education/Instruccion began to engage in “testing” practices. This testing is a way of measuring the validity of information and quality of customer service given to potential buyers, by sending in actors looking to purchase homes. For example, as testified in the case The Barrows and Wallace Co., et al.: Mr. and Mrs. Hall were African-American testers[6]. Without revealing any facts about their race, Mrs. Hall contacted the Mary Ellen Walsh and Dorothy Oasis office for real estate. Over the phone, Mrs, Hall inquired about homes in the Greater Hartford area, west of the Connecticut River. Their price range was between $25,000 – $30,000. Appointment was made to look at houses, but Mrs. Hall cancelled the appointment over the phone, asking to postpone, yet also inquiring about where their potential houses were located. Mrs. Walsh told Mrs. Hall a variety of addresses located in the Hartford and West Hartford areas. Mrs. Wash insinuated that Mrs. Hall should move out of the Blue Hills area, because the neighborhood was changing. However, when Mrs. Walsh finally met Mrs. Hall in person, only houses in the Blue Hills area were shown to her. All of the homes in other areas of Hartford including West Hartford were all of the sudden unavailable[7].

The Court Case

On April 19, 1974, a suit was filed against the Real Estate commission in New Haven Federal District Court. The plaintiffs were six citizens, fifteen community organizations, the Connecticut Coalition for Open Suburbs and Education/Instruccion. The complaint lodged was entitled the, “Title VIII Open Housing Complaint” and it stated that the state of Connecticut had been plagued by the Real Estate industry’s “racial steering” (encouraging buyers of certain races to move into certain areas) and “blockbusting” (encouraging white homeowners to leave neighborhoods with growing minorities and sell their homes for a low price) techniques and discriminatory hiring practices. With multiple counts of testing evidence proving racist tendencies by real-estate agents, many of these major corporations decided to “settle.” Indirectly admitting guilt, Education/Instruccion was responsible for bringing to light unfair practices that were plaguing what could be a diverse community.

 


[1] Agosto, Jasmin. “Fighting Segregation, Teaching Multiculturalism: The Beginning of the Education/Instruccion Narrative of the 1970s Hartford Civil Rights Movement”. Educational Studies Senior Research Project, Hartford, Connecticut: Trinity College, 2010.

 

[2] Agosto, Jasmin. “Fighting Segregation, Teaching Multiculturalism: The Beginning of the Education/Instruccion Narrative of the 1970s Hartford Civil Rights Movement”. Educational Studies Senior Research Project, Hartford, Connecticut: Trinity College, 2010.

[3] Agosto, Jasmin. “Fighting Segregation, Teaching Multiculturalism: The Beginning of the Education/Instruccion Narrative of the 1970s Hartford Civil Rights Movement”. Educational Studies Senior Research Project, Hartford, Connecticut: Trinity College, 2010.

[4] Agosto, Jasmin. “Fighting Segregation, Teaching Multiculturalism: The Beginning of the Education/Instruccion Narrative of the 1970s Hartford Civil Rights Movement”. Educational Studies Senior Research Project, Hartford, Connecticut: Trinity College, 2010.

[5] “Fair Housing Program.” Hartford.Gov –. N.p., n.d. Web. 13 Oct. 2013. <http://www.hartford.gov/file-a-complaint/97-programs-a-initiatives/development/629-fair-housing-program>.

[6] United States of America v. The Barrows and Wallace Co., Et Al.,. Attatchement VI 6-8. The United Sattes District Court for the District of Connecticut. 14 June 1974.

[7] United States of America v. The Barrows and Wallace Co., Et Al.,. Attatchement VI 6-8. The United Sattes District Court for the District of Connecticut. 14 June 1974.

Avoiding Plagiarism!

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Step 0:

“Over the years, I’ve come to understand why so many people in this story keep the faith and keep up the fight. Hearing my accounts of the Sheff battle, many friends have wondered if the continuing effort is “worth it.” I’m confident that my readers will answer that question for themselves.”

– Eaton, Susan E. “The Children in Room E4.” Introduction. The Children in Room E4: American Education on Trial. Chapel Hill, NC: Algonquin of Chapel Hill, 2007. xi. Print.

Step 1:

Over the years, I’ve come to understand why so many people in this story keep the faith and keep up the fight. Hearing my accounts of the Sheff battle, many friends have wondered if the continuing effort is “worth it.” I’m confident that my readers will answer that question for themselves.

Step 2:

Throughout the years, I’ve come to realize the reason that so many people in this story keep believing  and keep fighting. Hearing the stories of the Sheff battle, a lot of friends have wondered if the constant effort is “worth it.” I’m sure that my readers will be able to realize the answer to that question for themselves.

Step 3:

Throughout the years, I’ve come to realize the reason that so many people in this story keep believing and keep fighting. Hearing the stories of the Sheff battle, a lot of friends have wondered if the constant effort is “worth it.” I’m sure that my readers will be able to realize the answer to that question for themselves[1].

Step 4:

Eaton states in the introduction of her book, that through her research of the Sheff movement, she has a deeper understanding of why the citizens of the Hartford community continue to endure a lengthy battle in the Sheff vs. O’Neill ordeal. By examining anecdotes from the movement, Eaton suggests that many of her peers question whether or not the tedious Sheff struggle is worth the fight. However, she concludes that she strongly believes that her book will bring that answer to life for the reader[2].

Step 5:

Eaton states in the introduction of her book, that through her research of the Sheff movement, she has a deeper understanding of why the citizens of the Hartford community continue to endure a lengthy battle in the Sheff vs. O’Neill ordeal. By examining anecdotes from the movement, Eaton suggests that many of her peers question whether or not the tedious Sheff struggle is worth the fight [3]. However, she concludes that she strongly believes that her readers “will be able to realize the answer to that question for themselves” (pg. ix).

 


[2] Eaton, Susan E. “The Children in Room E4.” Introduction. The Children in Room E4: American Education on Trial. Chapel Hill, NC: Algonquin of Chapel Hill, 2007. xi. Print.

 

[3] Eaton, Susan E. “The Children in Room E4.” Introduction. The Children in Room E4: American Education on Trial. Chapel Hill, NC: Algonquin of Chapel Hill, 2007. xi. Print.

Sheff 1995 Conn. LEXIS 1995 Ruling/Opinion

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This text is an opinion written by Harry Hammer, the trial judge of Sheff v. O’Neill. In his opinion, Judge Hammer utilizes the facts of the case, testimonies, and the history of Connecticut in order to back the decision of the case. The opinion begins by providing a brief summary of the case, concluding that the outcome of the case was not in favor of the plaintiffs, but rather for the defendants; namely due to the fact that the findings discovered by the courts procedures were not in “support of the citizens’ request for desegregation of a metropolitan area school system” (LEXIS, 249).

This opinion backs the findings of the court, stating that the plans outlined and suggested by the plaintiffs “are ineffective methods of achieving integration, weather they are mandated  by racial imbalance laws or by court order (NEXIS, 249, 158). Furthermore, Hammer offered his own opinion, that the only way to achieve the integration the plaintiff’s were seeking is by creating affordable housing in the suburbs so that “inner city ghettos” are broken up. Furthermore, Hammer argues that the city should work on making city schools more attractive for suburban families.

Hammer’s opinion and Eaton’s book, “The Children in Room E4,” circle around the same topic: an injustice in “the system.” However, the “systems” within which Hammer and Eaton seek a problem differ. Hammer argues that the issues of racially segregated schools lie within the educational system, and the re-drawing of city boundaries to compensate for the injustice would be irrational. Therefore, though Hammer notes the injustices the “system” has “indirectly” created, he points the blame mainly at the education system as well as the development of the inner city ghettos. In contrast, Eaton points to another system. She states,  “The problem was then, and remained, the system – the separate, unequal, overwhelmed, isolated system. The system itself” (Eaton, 245). The system in which Eaton refers to is greater than just the educational system or the drawing of city-lines and limits; Eaton believes that the system that is failing is society. Society and the injustices and inequalities which plague individuals of low-economic backgrounds have created and perpetuated a vicious cycle wherein urban schools now pay the price.

 

Questions to consider:

Who is Harry Hammer? What personal ties may he have to Hartford or the community? To the urban community? To the suburban community?

What are some of the ways in which the socio-economic barriers of the urban poor directly affect students’ abilities to succeed in school? What resources do the parents of these students have in order to help their children succeed, in comparison to parents in the suburbs?

Hammer’s opinion states,

“The problems of the Hartford schools are compounded by the fact that minorities in the inner cities are disproportionately poor and the real correlation with academic achievement is socioeconomic class rather than race, and being poor in and of itself is a significant problem in the schools. (PX 494, pp. 11-12)” (NEXIS, 249, 93).

Is this true? Does race play any role in this correlation?

 

Sources:

Sheff v. O’Neill, 1995 Conn. LEXIS 249 (Conn. June 27 1995).

Eaton, Susan E. The Children in Room E4: American Education on Trial. Chapel Hill, NC: Algonquin of Chapel Hill, 2007. Print.

Housing Sources

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From:
Education/Instruccion. Fair Housing At Its Worst: Redlining in Hartford Connecticut, report 9. Hartford, CT, 1977. Available from the Trinity College Digital Repository, Hartford, Connecticut (http://digitalrepository.trincoll.edu)

“Fair Housing At Its Worst: Redlining in Hartford Connecticut, report 9” is an article published in 1977 from a series of reports on equal housing opportunity from the Education/Instruccion, an group led by Ben Dixon, Boyd Hinds, and Julia Ramos[1]. The report was submitted in partnership with the Cities, Suburbs and Schools project, namely for the On The Line web-book by Jack Dougherty and colleagues[2].

The article seeks to define and explain the practices of redlining, as well as explicate how this practice has affected the city and the surrounding suburbs of Hartford. Furthermore, this report looks into the procedures for mortgage loans in Hartford’s city and it’s surrounding suburbs, comparing the two and drawing conclusions as to why such practices are different. The report also seeks to outline how anti-disinvestment practices can be modified. In sum, the report offers a plethora of evidence to suggest that the blatantly racist practices of banks have had detrimental effects on the city of Hartford.

Source:

Education/Instruccion. Fair Housing At Its Worst: Redlining in Hartford Connecticut, report 9. Hartford, CT, 1977. Available from the Trinity College Digital Repository, Hartford, Connecticut (http://digitalrepository.trincoll.edu)

 

 The three other resources I located were:

Resource:

Urban Decline or Disinvestment: Uneven Development, Redlining and the Role of the Insurance Industry. Gregory D. Squires, Ruthanne Dewolfe and Alan S. Dewolfe. Social Problems , Vol. 27, No. 1, Policy Processes (Oct., 1979), pp. 79-95. Published by: University of California Press on behalf of the Society for the Study of Social Problems, Article DOI: 10.2307/800018, Article Stable URL: http://www.jstor.org/stable/800018

I located this resource by utilizing the JSTOR resource online. I searched for articles, books, etc. pertaining to, “Redlining in Hartford.” The article covers all of the material expressed in the main source I was observing:

“The findings suggest—as its critics have charged and the insurance industry has generally denied—that redlining of man urban communities and discrimination against the poor and minorities are facts of insurance life, and contribute to the deterioration of those communities. We offer some policy recommendations for eliminating redlining and for the stimulating reinvestment in urban neighborhoods.[3]

Resource:

Lawsuit Accuses Travelers Of Redlining, By DIANE LEVICK; Courant Staff Writer, The Hartford Courant, July 08, 2000 http://articles.courant.com/2000-07-08/business/0007127403_1_travelers-property-casualty-corp-minority-areas-market-share

I found this article by going to courant.com, the website of the daily paper for Hartford. I searched for articles about redlining practices, and found this very interesting report about women who are suing Travelers for their racist practices.

Resource:

Why Banks Go Bad—Understanding a Banking Crisis in Transition
 with
 Professor William K. Black, author of 
”The Best Way to Rob a Bank Is to Own One.” Building Bridges: Your Community and Labor Report
. National Edition
. Produced by Ken Nash and Mimi Rosenberg. 
27 minutes. Internet Archive, http://archive.org/details/BuildingBridgesRadioWhyBanksGoBad

This last resource I found using the Internet Archive. I searched through a plethora of medias searching for archives relating to “mortgages in Hartford” and “redlining in Hartford” and “1977.” And I’m very excited about this resource because it is “untraditional” in terms of the media I usually utilize. This is a half an hour podcast, originally aired on the radio. It discuses banks and their correction, and the processes that lead to such corruption.

 

Questions:

How did the redlining procedures from the 1970’s contribute to the current racial and economic make-up of both the city and suburbs Hartford?

What can be concluded about the practices of banks in the 1970’s in terms of racism? Were the banks racist…? Did anyone try to stop the redlining process?

 

 


[1] Education/Instruccion. Fair Housing At Its Worst: Redlining in Hartford Connecticut, report 9. Hartford, CT, 1977. Available from the Trinity College Digital Repository, Hartford, Connecticut (http://digitalrepository.trincoll.edu)

[2] Education/Instruccion. Fair Housing At Its Worst: Redlining in Hartford Connecticut, report 9. Hartford, CT, 1977. Available from the Trinity College Digital Repository, Hartford, Connecticut (http://digitalrepository.trincoll.edu)

 

Housing Simulation

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My assigned profile was:

Yearly income: $30,000

Monthly payments: $200 (student loan)

Family of four, including two children, one going into 3rd grade, the other 6th.

With a mortgage rate of 4.25%, I calculated the loan I could receive with the $5,000 downpayment I had available.

Obtained using: http://bankrate.com/
Obtained using:
http://bankrate.com/

Aggressively, I can spend $90,000 on a new home.

My rent affordability (monthly) is determined by my gross income. The appropriate amount is 33%. Therefore:

rentThe rent I can afford to pay, while still having enough money monthly to survive (food, etc.) is $833.33.

I decided to look for different homes in various suburbs surrounding the Hartford, CT area.

The following homes are within my budget and provide the space necessary for the size of my family:

$58,000 home with 4 beds and 2 full baths in Windsor, CT:

Screen Shot 2013-09-06 at 3.10.28 PM
From:
http://www.coldwellbankermoves.com
Screen Shot 2013-09-06 at 3.10.40 PM
From:
http://www.coldwellbankermoves.com

 

 

HUGE backyard…great for the kids!

$59,000 home with 3 beds and 2 baths in Windsor, CT:

From: http://www.coldwellbankermoves.com

$85,000 home with 4 beds and 2 full baths in Windsor, CT:

251 Bloomfield Ave
Windsor, CT 06095

From: http://www.coldwellbankermoves.com

$84,150 home with 5 beds and 2 baths in Middletown, CT.

62 R Silver St
Middletown, CT 06457

From: http://www.coldwellbankermoves.com

A fixer-upper, but a beautiful home!

If I were to move into the first house on this list, located at 32 Wilson Ave, Windsor, CT, my children could attend schools such as the following:

Wish School (through 8th grade)

wish school
From:
http://www.coldwellbankermoves.com/property/details-schools/3593866/MLS-G658068/32-Wilson-Ave-Windsor-CT-06095.aspx?StateID=11&SearchID=22584819&RowNum=8&RegionID=0&IsRegularPS=True

Though the COmmunity Educational Climate is low, the school has a high level of technological accessibility. Furthermore, there is an extremely impressive 12/1 teacher ratio.

Journalism and Media High School

jouranlism high
From:
http://www.coldwellbankermoves.com/property/details-schools/3593866/MLS-G658068/32-Wilson-Ave-Windsor-CT-06095.aspx?StateID=11&SearchID=22584819&RowNum=8&RegionID=0&IsRegularPS=True

Though this school reports a medium measure of technology and a below average community educational climate, it is important to note that this educational facility focuses on journalism and media. Therefore, if one of my children has a special interest in the subject, they have the ability to attend a High School that focuses on what he/she is truly interested in.

The next home, located at 470 West Wolcott Ave in Windsor, CT, would allow my children to attend schools such as:

Sage Park Middle School

sage park
From: http://www.coldwellbankermoves.com

Not only does this school have a high measure of technology, but the student/teacher ratio is only 9/1. This school is located less than two miles from the home (1.8 miles).

In the home located at 62 Silver Rd, Middletown, CT, 06475. This is the home I would choose to purchase, namely because of the most nearby school.

My kids could attend Woodrow Wilson Middle School (or schools similar):

Screen Shot 2013-09-06 at 3.54.46 PM
From: http://www.coldwellbankermoves.com

This school is not only located only 1.1 miles from the home (walking or bike-riding distance!), but has am average community educational climate, a high level of technology used within their classrooms, and a great 13/1 student/teacher ratio.

Screen Shot 2013-09-06 at 3.52.52 PM
From: http://www.middletownschools.org/page.cfm?p=8860
woodrow wilsom
From: http://www.middletownschools.org/page.cfm?p=8860

This school focuses on bettering its students not only academically, but mentally and physically as well. Each month, Woodrow Wilson middle school posts online the cafeteria menu, and a guide to eating right and staying active. This schools’ willingness to post their menus online shows that they are honest and open with their students and their families, and perhaps willing to better or increase the options (much like Jack posting his evaluations on moodle!).

Furthermore, Woodrow Wilson Middle School recently published a plan to better the school academically, and work towards a more unified and advanced student body. This school is determined to operate at its highest level, for the betterment of its students.

woodrow wilson
From: http://www.middletownschools.org/page.cfm?p=8860

Because my search was extremely elaborate and extensive, the conclusion of my results is not necessarily typical. Buying a home (namely, a home in my top, top price range) will leave me with a large mortgage, with a big interest rate. However, renting a house for a family of four, for under $833.33 a month is nearly impossible. Only one bedrooms in the suburbs surrounding Hartford go for less than $833. Unfortunately, this puts my family in a glad place financially, for our only viable option is to buy a house, leaving us with a pretty large mortgage. However, I believe that it is worth paying out a higher mortgage if it means that my children can attend a better school.