The purpose of this study was to understand the persisting disparity in academic achievement between Caucasian and African American students within the Ann Arbor Public School District. This research analyzed the historical and geographical evolution of the city of Ann Arbor, specific to the organization of its public schools. This study sought to define the dominant cultural groups of Ann Arbor, how they evolved, as well as how they migrated to the region. In addition, a critical component of this study was to explain the relationship between the cultural geography of Ann Arbor and structure of the school organization, which is significant to the persisting disparity in academic achievement among Caucasian and African American students. The findings of this research reveal the historical evolution of a dominant, New England cultural group, which has evolved since the settlement of Ann Arbor in 1824. Over time, the cultural geography of Ann Arbor has shifted, resulting in the relocation of subcultures and directly influencing the school organization and academic programming. The present service delivery model offered by the Ann Arbor Public School District has shifted from previously segregated schools to an internally segregated academic model. This study examines the historical influences of Ann Arbor, specific to the structure and organization of the current Ann Arbor Public School District. The findings of this research support that the dominant New England cultural group initially organized the Ann Arbor Public Schools to support and advance members from within this cultural group into professional positions within the community. The findings also reveal the challenges encountered by other cultural groups in attaining similar outcomes through the school organization.
","abstract_html":"<p>The purpose of this study was to understand the persisting disparity in academic achievement between Caucasian and African American students within the Ann Arbor Public School District. This research analyzed the historical and geographical evolution of the city of Ann Arbor, specific to the organization of its public schools. This study sought to define the dominant cultural groups of Ann Arbor, how they evolved, as well as how they migrated to the region. In addition, a critical component of this study was to explain the relationship between the cultural geography of Ann Arbor and structure of the school organization, which is significant to the persisting disparity in academic achievement among Caucasian and African American students. The findings of this research reveal the historical evolution of a dominant, New England cultural group, which has evolved since the settlement of Ann Arbor in 1824. Over time, the cultural geography of Ann Arbor has shifted, resulting in the relocation of subcultures and directly influencing the school organization and academic programming. The present service delivery model offered by the Ann Arbor Public School District has shifted from previously segregated schools to an internally segregated academic model. This study examines the historical influences of Ann Arbor, specific to the structure and organization of the current Ann Arbor Public School District. The findings of this research support that the dominant New England cultural group initially organized the Ann Arbor Public Schools to support and advance members from within this cultural group into professional positions within the community. The findings also reveal the challenges encountered by other cultural groups in attaining similar outcomes through the school organization.</p>","abstract_has_math":false,"creators":["Anglin, Lisa R."],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Open Access Dissertation","degree_discipline":"Leadership and Counseling","degree_department":null,"school":null,"contributors":["James Barott, Ph.D.","Barbara Bleyart, Ed.D.","Ronald Flowers, Ed.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T02:17:40Z","subjects":["academics","achievement","African American","Ann Arbor","culture","disparity","Bilingual, Multilingual, and Multicultural Education","Education","Social and Cultural Anthropology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/1151","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["James Barott, Ph.D.","Barbara Bleyart, Ed.D.","Ronald Flowers, Ed.D."]},{"key":"dc:creator","label":"Author","values":["Anglin, Lisa R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-24T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Leadership and Counseling"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["academics","achievement","African American","Ann Arbor","culture","disparity","Bilingual, Multilingual, and Multicultural Education","Education","Social and Cultural Anthropology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/1151"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to understand the persisting disparity in academic achievement between Caucasian and African American students within the Ann Arbor Public School District. This research analyzed the historical and geographical evolution of the city of Ann Arbor, specific to the organization of its public schools. This study sought to define the dominant cultural groups of Ann Arbor, how they evolved, as well as how they migrated to the region. In addition, a critical component of this study was to explain the relationship between the cultural geography of Ann Arbor and structure of the school organization, which is significant to the persisting disparity in academic achievement among Caucasian and African American students. The findings of this research reveal the historical evolution of a dominant, New England cultural group, which has evolved since the settlement of Ann Arbor in 1824. Over time, the cultural geography of Ann Arbor has shifted, resulting in the relocation of subcultures and directly influencing the school organization and academic programming. The present service delivery model offered by the Ann Arbor Public School District has shifted from previously segregated schools to an internally segregated academic model. This study examines the historical influences of Ann Arbor, specific to the structure and organization of the current Ann Arbor Public School District. The findings of this research support that the dominant New England cultural group initially organized the Ann Arbor Public Schools to support and advance members from within this cultural group into professional positions within the community. The findings also reveal the challenges encountered by other cultural groups in attaining similar outcomes through the school organization.
"]},{"key":"dc:title","label":"Title","values":["Ann Arbor and the Ann Arbor Public Schools: A cultural geography"]}]}],"canonical_facts":{"dc:contributor":["James Barott, Ph.D.","Barbara Bleyart, Ed.D.","Ronald Flowers, Ed.D."],"dc:creator":["Anglin, Lisa R."],"dc:date.available":["2022-05-24T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to understand the persisting disparity in academic achievement between Caucasian and African American students within the Ann Arbor Public School District. This research analyzed the historical and geographical evolution of the city of Ann Arbor, specific to the organization of its public schools. This study sought to define the dominant cultural groups of Ann Arbor, how they evolved, as well as how they migrated to the region. In addition, a critical component of this study was to explain the relationship between the cultural geography of Ann Arbor and structure of the school organization, which is significant to the persisting disparity in academic achievement among Caucasian and African American students. The findings of this research reveal the historical evolution of a dominant, New England cultural group, which has evolved since the settlement of Ann Arbor in 1824. Over time, the cultural geography of Ann Arbor has shifted, resulting in the relocation of subcultures and directly influencing the school organization and academic programming. The present service delivery model offered by the Ann Arbor Public School District has shifted from previously segregated schools to an internally segregated academic model. This study examines the historical influences of Ann Arbor, specific to the structure and organization of the current Ann Arbor Public School District. The findings of this research support that the dominant New England cultural group initially organized the Ann Arbor Public Schools to support and advance members from within this cultural group into professional positions within the community. The findings also reveal the challenges encountered by other cultural groups in attaining similar outcomes through the school organization.
"],"dc:identifier":["https://commons.emich.edu/theses/1151"],"dc:subject":["academics","achievement","African American","Ann Arbor","culture","disparity","Bilingual, Multilingual, and Multicultural Education","Education","Social and Cultural Anthropology"],"dc:title":["Ann Arbor and the Ann Arbor Public Schools: A cultural geography"],"thesis:degree_discipline":["Leadership and Counseling"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T02:17:40Z"}