Background: In 1954, the Brown v. Board of Education case involved four states and their school segregation laws and policies. During that period, de jure and de facto segregation were a way of life in America. Sixty years later, as most schools across the country have resegregated, the authors ask the question of whether we should be focused on eradicating segregation? Purpose: The purpose of this article is to propose the concept of housing identity privilege and explore how it impairs our ability to create a new vision for addressing school segregation. Conceptual Argument: Housing identity privilege is defined as a historically supported system of advantages that is based on how much housing one can afford, and it is correlated directly with educational choices. Individuals, regardless of race, ethnicity, or color, can attain housing identity privilege, which is a type of economic privilege. The authors argue that despite some progress, schools are essentially still segregated by race and class, and housing identity privilege has worked against the original goals of Brown. Implications: The authors conclude that until we address housing identity privilege directly, we will see a continued system of school resegregation.
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