The Egalitarian Metropolis: Towards an Inclusive Recovery for Detroit
The Great Black Migration to Detroit occurred at the height of the city’s industrial dominance, and yet the result was a deeply divided metropolis where almost all the benefits of subsequent industrial restructuring flowed to white suburbanites and almost all the costs were borne by Black city residents. Today’s Detroit might be more challenged economically, yet paradoxically the chances for an inclusive recovery and a more egalitarian metropolis might be greater. Detroit and Detroit-like cities have the possibility of restructuring to deliver greater equity for their residents than other metros hampered by high housing costs and issues associated with infrastructure, transportation, and education, among other pressing concerns. But can Detroit overcome its racial and economic divisions to become a more egalitarian metropolis?
SESSION 3: FROM THE PRODUCTION OF DECLINE TO THE PRODUCTION OF EQUITY
Location: University of Michigan Detroit Center
Date: Thursday, March 16, 2023
Time: 12:00pm – 3:00pm, lunch included
Underrepresentation of Black and Hispanic workers in STEM fields contributes to racial wage gaps and reduces innovation and economic growth. Billions of dollars a year are spent on “pipeline” programs to increase diversity in STEM, but there is little rigorous evidence of their efficacy. We fielded a randomized controlled trial to study a suite of such programs that are targeted to underrepresented high school students hosted at an elite, technical institution. Students offered seats in the STEM summer programs are more likely to enroll in, persist through, and graduate from college. The programs also increase the likelihood that students graduate with a degree in a STEM field, with the most intensive program increasing four-year graduation with a STEM degree by 33 percent. The shift to STEM degrees increases potential earnings by 2 to 6 percent. Program-induced gains in college quality fully account for the gains in graduation, but gains in STEM degree attainment are larger than predicted based on institutional differences.
From the speaker’s bio
Silvia Robles is an economist and researcher at Mathematica. Prior to joining Mathematica in August 2019 Silvia worked at the Ford School of Public Policy at the University of Michigan, both as a postdoctoral fellow, and as an affiliate of Poverty Solutions. She earned her PhD in economics in 2016 from Harvard University. Her previous research has focused on underserved populations in education, including low-income and minority students. Specifically, she has studied outreach models to encourage the transition from high school to selective universities and STEM careers, as well as the impact of oversubscribed courses in community colleges, and the effectiveness of for-profit charter schools.
Please join us for an interactive virtual workshop that will provide foundational educational knowledge and tools. This program is open to all students, staff, and faculty, and will take place on March 30, 2023 from 7:30 pm – 9:00 pm ET on Zoom. Pre-work will be assigned and sent two weeks before the program to maximize our time together, and will take approximately 1.5 hours to complete. Please register by 3/16/23. A zoom link will be sent after completing the registration form.
V. Thandi Sulé gives an online presentation highlighting how Black scholars in higher education resist Anti-Blackness and systemic oppression.
Dr. Sulé is an associate professor of Higher Education and the coordinator of the Masters in Higher Education Program at Oakland University. As a critical race feminist hip-hop scholar, her work focuses on educational equity issues, including retention, sense of belonging, and intercultural competencies. Specifically, her work has examined how underrepresented students and faculty contribute to teaching and learning environments on college campuses. Her work has been published in several journals, including the Journal of College Student Development, The Journal of Higher Education, Equity and Excellence in Education, Educational Policy, and the International Journal of Qualitative Studies in Education.
The Goldman School at UC Berkeley will host a meeting of the following group of Deans of Public Policy schools: Susan Gooden (Virginia Commonwealth University), Ian Solomon (University of Virginia), Nisha Botchwey (University of Minnesota), Roland Anglin (Cleveland State University), Scott Taylor (Boston University), and Celeste Watkins-Hayes (University of Michigan).
As part of the meeting, there will be a special event to discuss the future of public policy in higher education. Hosted by CSHE, BiPP, SCiPP, MPA4J&E, and GSPP class representatives, this 1-hour conversation will feature Deans Gooden, Solomon, Botchwey, Anglin, and Watkins-Hayes, moderated by Michael Brown, former UC Provost and Executive Vice Provost of Academic Affairs.
This is a unique opportunity to hear from a group with extensive expertise in public policy and government, academic leadership, mentoring and development, and administration in higher education. Come learn how these public leaders are working toward implementing a vision for the public policy school of the future.
This in-person event is also available via livestream here.
Dr. Ruha Benjamin will be coming to Ross on March 14, 2023 to talk about her book, Viral Justice: How We Grow the World We Want. In anticipation of her visit, and to build our capacity for equity-centered knowledge, the Office of Diversity, Equity and Inclusion is hosting an in-person teach-in on February 20, 2023 from 11-12:30 PM in Blau 2560. Ross Adjunct Lecturer of Organization and Management and Business Consultant Dr. Valerie Myers and Inclusive Leaders Pathway Program Manager Dr. Elizabeth LaFray will give short talks on structural racism and the intersection of criminal justice, healthcare, and education in the United States. An interactive discussion will follow. Lunch will be provided.
Dr. Stefanie DeLuca of Johns Hopkins University and Elizabeth Burland, PhD candidate, Ford School of Public Policy at the University of Michigan discuss the role that family, gender and career planning plays in the educational decisions of students from low income families.
Dr. Gershenson, Dr. Hansen, and Dr. Lindsay address the historic and contemporary factors that have kept people of color out of teaching, synthesize the research showing the benefits of same-race teacher exposure, and argue that policies focused on improving teacher quality should take race explicitly into consideration. In their book, Teacher Diversity and Student Success: Why Racial Representation Matters in the Classroom, they present nuanced policy recommendations to increase teacher diversity in classrooms and promote more inclusive schools.
Free and open to the public.
Sponsored by Education Policy Initiative, Ford School, Center for Racial Justice and School of Education
In early 2016, the Flint Water Crisis captured national attention – major news outlets reported that the city’s tap water had been contaminated with lead since April of 2014. Given the well-documented detrimental effects of lead exposure in early childhood on cognitive development, many worried that the academic progress of Flint’s youngest residents may have been impacted. Over the past few years, important data has become available, allowing researchers to rigorously study and measure effects of the lead water crisis on children in Flint.
Earlier this year, the University of Michigan’s Education Policy Initiative (EPI) produced a working report that linked household water pipe data to educational outcomes. Join the Gerald R. Ford School of Public Policy and EPI on November 30 to hear key findings on the academic impacts of the Flint Water Crisis 7-8 years later, followed by a conversation to discuss the big picture implications for young people in the community. Facilitated by Ford School Professor Brian Jacob, the conversation features Dr. Mona Hanna-Attisha – recognized as one of USA Today’s Women of the Century for her role in uncovering the Flint water crisis and leading recovery effort – alongside Dr. Sam Trejo, Assistant Professor of Sociology at Princeton University and Flint Community Schools Superintendent Kevelin Jones.