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

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.