Browsing by Subject "segregation"

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    Racial Covenants in Hennepin County
    (2020-11-25) Ehrman-Solberg, Kevin; Petersen, Penny; Mills, Marguerite; Delegard, Kirsten; Mattke, Ryan; mapprejudice@umn.edu; Corey, Michael; University of Minnesota Mapping Prejudice Project
    This data was compiled by the Mapping Prejudice Project and shows the location of racial covenants recorded in Hennepin County between 1910 and 1955. Racial covenants were legal clauses embedded in property records that restricted ownership and occupancy of land parcels based on race. These covenants dramatically reshaped the demographic landscape of Hennepin County in the first half of the twentieth century. In 1948, the United States Supreme Court ruled racial covenants to be legally unenforceable in the Shelly v. Kraemer decision. Racial covenants continued to be inserted into property records, however, prompting the Minnesota state legislature to outlaw the recording of new racial covenants in 1953. The same legislative body made covenants illegal in 1962. The practice was formally ended nationally with the passage of the Fair Housing Act in 1968.
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    Teaching Inside the Box: A Phenomenological Study of Correctional Teachers Working in Segregation/ Restrictive Housing Units
    (2018-05) Lindstrom, Heather
    Research regarding teachers who work in segregation/restrictive housing units within correctional facilities is lacking. Little is known about their experiences and how the trauma they encounter impacts them personally and professionally. Despite this lack of information, prison reforms continue to seek increased educational involvement in segregation/restrictive housing units without understanding the resources needed to recruit, train and retain teachers for this setting. The purpose of this phenomenological study was to acquire firsthand information toward understanding the impact working in segregation/restrictive housing units has on teachers. Five teachers from varying prisons participated in in-depth interviews and shared their experiences teaching offenders in segregation/restrictive housing units. The results of this study show the impact of trauma, the lack of professional recognition, and the unique barriers these teachers face. The findings also show teachers in segregation/restrictive housing units in correctional facilities are resilient and find meaning in their work. The outcomes of this study have implications for researchers in corrections and education fields, teachers working in corrections, providers of professional development, teacher preparation programs and administrators in correctional education who seek to improve professional experiences for their employees. Keywords: segregation, restrictive housing, education, corrections, corrections education, trauma