Readings: ( I have linked PDFs of these articles in Google classroom, in case you have difficulty getting through the Boston Globe’s fire wall)
Meghan E. Irons, Shelley Murphy, and Jenna Russell, “History Rolled in on a Yellow School Bus,” Boston Globe, September 6, 2014.
Farah Stockman, “Did Busing Slow the City’s Desegregation?” Boston Globe, August 9, 2015.
Farah Stockman, “How a Standoff Over Schools Changed the Country,” Boston Globe, December 20, 2015.
Michael Patrick MacDonald, “Whitey Bulger, Boston Busing, and Southie’s Lost Generation,” Boston Globe, September 2, 2014.
“Echoes of Boston’s Busing Crisis,” WGBH, Fall 2014. Students (now adults) reading the essays they wrote while 6th graders in 1974 at the Holmes Elementary School in Dorchester. http://projects.wgbhnews.org/busing-letters/
Matthew Delmont, “The Lasting Legacy of the Boston Busing Crisis,” The Atlantic, March 29, 2016.
To understand the effect of the desegregation ruling of 1974 and its effect on the Boston public schools beginning in school year 1974-1975, you have to understand the state of schools in the city prior to 1974 AND to understand the demographic tidal wave that resulted as well.
In 1972, when the Morgan v. Hennigan case, charging that the School Committee had discriminated against their children, was filed in US District Court by black parents, there were 96,000 students in the Boston Public Schools. Approximately 60% of them were white. By 1988, the number of students in the BPS dropped to 57,000. At that time 24% of the students were white, 48% were black, 19% were Hispanic, and 8% were Asian. As of 2018, there are 56,000 students in 125 schools: 14% are white, 34% are black, 42% are Hispanic, 9% are Asian with 1% identifying as other/multiracial.
So to say that there has been a seismic shift in the population of the BPS would be an understatement at best.
In class, we looked in very granular fashion at the incremental steps that led to the busing ruling and then the effects of the busing ruling. And we will be looking at parts of a film created by the Union of Minority Neighborhoods in 2012 about individual experiences during the 1974-1975 school year.
Using these readings as well as the film we looked at in class, weigh in on the following questions (and respond to what previous students in the thread had to say):