School of Education


Doctor of Education in Educational Leadership (EdD)


Gail Collins


segregation, desegregation, school assignment policy, resegregation


Educational Leadership


The purpose of this exploratory case study was to examine community stakeholders’ perceptions of resegregation in Wake County Public School System (WCPSS) in North Carolina. Stakeholder perceptions of resegregation were defined as the stakeholder’s awareness of the change in the racial student demographics in WCPSS since the removal of court-ordered mandates to desegregate. The theory guiding this study was critical race theory, as it is focused on societal and legal constraints placed on individuals based on race or ethnicity, which aligned with this study because stakeholder decisions regarding student school assignment policies can influence student resegregation. The central research question guiding this case study asked, “What are the perceptions of stakeholders about resegregation in the WCPSS?” Purposive and snowball sampling was used to collect data from 11 participants who belong to one of three stakeholder categories: community members with past or present outreach or advocacy work associated with the school district, past and current school administrators, and parents of past or present students enrolled in Wake County Public Schools. Data collection included individual interviews, focus groups, and a reflective questionnaire. Data analysis included interpretive readings and explanation building from the review of individual interview and focus group transcripts as well as the reflective questionnaire responses. The findings of the study showed most participants had a low-level of awareness about resegregation trends and student diversity within WCPSS. The findings of this study indicated factors other than race are potentially causing the shift in student demographics.