Segregation Made Them Neighbors investigates the relationship between whiteness and nonwhiteness through the lenses of landscapes and material culture. William A. White III uses data collected from a public archaeology and digital humanities project conducted in the River Street neighborhood in Boise, Idaho, to investigate the mechanisms used to divide local populations into racial categories. The River Street Neighborhood was a multiracial, multiethnic enclave in Boise that was inhabited by African American, European American, and Basque residents. Building on theoretical concepts from whiteness studies and critical race theory, this volume also explores the ways Boise’s residents crafted segregated landscapes between the 1890s and 1960s to establish white and nonwhite geographies. White describes how housing, urban infrastructure, ethnicity, race, and employment served to delineate the River Street neighborhood into a nonwhite space, an activity that resulted in larger repercussions for other Boiseans. Using material culture excavated from the neighborhood, White describes how residents used mass-produced products to assert their humanity and subvert racial memes. By describing the effects of racial discrimination, real-estate redlining, and urban renewal on the preservation of historic properties in the River Street neighborhood, Segregation Made Them Neighbors illustrates the symbiotic mechanisms that also prevent equity and representation through historic preservation in other cities in the American West.

Segregation Made Them Neighbors investigates the relationship between whiteness and non-whiteness through lenses of landscapes and material culture.

In the 1950s and 1960s, as the white residents, real estate agents, and municipal officials of many American cities fought to keep African Americans out of traditionally white neighborhoods, Philadelphia’s West Mount Airy became one of the first neighborhoods in the nation where residents came together around a community-wide mission toward intentional integration. As West Mount Airy experienced transition, homeowners fought economic and legal policies that encouraged white flight and threatened the quality of local schools, seeking to find an alternative to racial separation without knowing what they would create in its place. In Making Good Neighbors, Abigail Perkiss tells the remarkable story of West Mount Airy, drawing on archival research and her oral history interviews with residents to trace their efforts, which began in the years following World War II and continued through the turn of the twenty-first century. The organizing principles of neighborhood groups like the West Mount Airy Neighbors Association (WMAN) were fundamentally liberal and emphasized democracy, equality, and justice; the social, cultural, and economic values of these groups were also decidedly grounded in middle-class ideals and white-collar professionalism. As Perkiss shows, this liberal, middle-class framework would ultimately become contested by more militant black activists and from within WMAN itself, as community leaders worked to adapt and respond to the changing racial landscape of the 1960s and 1970s. The West Mount Airy case stands apart from other experiments in integration because of the intentional, organized, and long-term commitment on the part of WMAN to biracial integration and, in time, multiracial and multiethnic diversity. The efforts of residents in the 1950s and 1960s helped to define the neighborhood as it exists today.

Baltimore is the setting for (and typifies) one of the most penetrating examinations of bigotry and residential segregation ever published in the United States. Antero Pietila shows how continued discrimination practices toward African Americans and Jews have shaped the cities in which we now live. Eugenics, racial thinking, and white supremacist attitudes influenced even the federal government's actions toward housing in the 20th century, dooming American cities to ghettoization. This all-American tale is told through the prism of Baltimore, from its early suburbanization in the 1880s to the consequences of "white flight" after World War II, and into the first decade of the twenty-first century. The events are real, and so are the heroes and villains. Mr. Pietila's engrossing story is an eye-opening journey into city blocks and neighborhoods, shady practices, and ruthless promoters. -- Book jacket.

Behind the White Picket Fence: Power and Privilege in a Multiethnic Neighborhood

Segregation by Design draws on more than 100 years of quantitative and qualitative data from thousands of American cities to explore how local governments generate race and class segregation. Starting in the early twentieth century, cities have used their power of land use control to determine the location and availability of housing, amenities (such as parks), and negative land uses (such as garbage dumps). The result has been segregation - first within cities and more recently between them. Documenting changing patterns of segregation and their political mechanisms, Trounstine argues that city governments have pursued these policies to enhance the wealth and resources of white property owners at the expense of people of color and the poor. Contrary to leading theories of urban politics, local democracy has not functioned to represent all residents. The result is unequal access to fundamental local services - from schools, to safe neighborhoods, to clean water.

Scholars have long explored school desegregation through various lenses, examining policy, the role of the courts and federal government, resistance and backlash, and the fight to preserve Black schools. However, few studies have examined the group experiences of students within desegregated schools. Crossing Segregated Boundaries centers the experiences of over sixty graduates of the class of 1988 in three desegregated Chicago high schools. Chicago’s housing segregation and declining white enrollments severely curtailed the city’s school desegregation plan, and as a result desegregation options were academically stratified, providing limited opportunities for a chosen few while leaving the majority of students in segregated, underperforming schools. Nevertheless, desegregation did provide a transformative opportunity for those students involved. While desegregation was the external impetus that brought students together, the students themselves made integration possible, and many students found that the few years that they spent in these schools had a profound impact on broadening their understanding of different racial and ethnic groups. In very real ways, desegregated schools reduced racial isolation for those who took part.