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The Persistence of Confederate, Enslaver, and Segregationist Namesakes in U.S. Public Schools: A Critical Quantitative Toponymic Analysis

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Title: The Persistence of Confederate, Enslaver, and Segregationist Namesakes in U.S. Public Schools: A Critical Quantitative Toponymic Analysis
Language: English
Authors: Meredith P. Richards (ORCID 0000-0002-1606-5023), Annie Gensterblum, Caroline Bartlett (ORCID 0000-0002-6538-1356), Courtney R. Thrash, Cheyenne Phillips (ORCID 0009-0000-6831-6093)
Source: AERA Open. 2025 11(1).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305B200009
Document Type: Journal Articles
Reports - Research
Descriptors: Public Schools, Racism, Slavery, United States History, Racial Segregation, Institutional Characteristics, Geographic Distribution, Race, Ethnicity, Socioeconomic Status, Rural Urban Differences
ISSN: 2332-8584
Abstract: In this quantitative toponymic study, we examine U.S. public schools named after Confederates, enslavers, and segregationists (CESs). We find that 4.7% of all public schools (n = 4,172) had CES namesakes, although this number declined slightly after the BLM/George Floyd protests in the summer of 2020. Most of these are named after enslavers, while 467 are named after Confederates and 210 after segregationists. While nearly one-quarter are named after presidents, the remaining three-quarters of namesakes have no such claim on American history. More than half of schools with CES namesakes reproduce their embedding geographies, highlighting how schools amplify the toponyms of other geographies and public spaces. Of particular concern, Black students are particularly concentrated in schools with Confederate namesakes. We discuss the potential harm of these "symbols" and conclude with policy implications.
Abstractor: As Provided
Notes: https://doi.org/10.3886/E211762V1
IES Funded: Yes
Entry Date: 2026
Accession Number: EJ1494732
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Meredith+P%2E+Richards%22">Meredith P. Richards</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1606-5023">0000-0002-1606-5023</externalLink>)<br /><searchLink fieldCode="AR" term="%22Annie+Gensterblum%22">Annie Gensterblum</searchLink><br /><searchLink fieldCode="AR" term="%22Caroline+Bartlett%22">Caroline Bartlett</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6538-1356">0000-0002-6538-1356</externalLink>)<br /><searchLink fieldCode="AR" term="%22Courtney+R%2E+Thrash%22">Courtney R. Thrash</searchLink><br /><searchLink fieldCode="AR" term="%22Cheyenne+Phillips%22">Cheyenne Phillips</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-6831-6093">0009-0000-6831-6093</externalLink>)
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  Data: In this quantitative toponymic study, we examine U.S. public schools named after Confederates, enslavers, and segregationists (CESs). We find that 4.7% of all public schools (n = 4,172) had CES namesakes, although this number declined slightly after the BLM/George Floyd protests in the summer of 2020. Most of these are named after enslavers, while 467 are named after Confederates and 210 after segregationists. While nearly one-quarter are named after presidents, the remaining three-quarters of namesakes have no such claim on American history. More than half of schools with CES namesakes reproduce their embedding geographies, highlighting how schools amplify the toponyms of other geographies and public spaces. Of particular concern, Black students are particularly concentrated in schools with Confederate namesakes. We discuss the potential harm of these "symbols" and conclude with policy implications.
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      – SubjectFull: Racism
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      – SubjectFull: Slavery
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      – SubjectFull: Racial Segregation
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