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4.A. - Page 63 of 98 <br />PICK <br />PENINSULA CONFLICT RESOLUTION CENTER <br />Table 7. Redwood Citv Police <br />Small -Group Sessions Frequency <br />Descope/Defend Police (i.e., SRO, social worker, non -emergency) 62 <br />Police Harassment/Profiling 25 <br />More Police Training (i.e., de-escalation, implicit bias, ethnic studies) 21 <br />Police Transparency/Accountability (i.e., data, independent audit, action) 19 <br />More Police Diversity (i.e., community representation) 12 <br />Finally, police transparency and data were discussed to understand resource allocation and police <br />accountability better, especially when talking about social services being conducted, police <br />incidents, and the treatment of the community (Table 7). An independent advisory board or audit <br />was included in the request for transparency since it would be tasked with being neutral and <br />impartial of any actionable items towards the police. <br />The Redwood City School System <br />The school system was the final central area where the community consistently focused on racial <br />equity across all community dialogue sessions. However, it was consistent across all sectors and <br />questions. The concerns focus on the following themes (a) school funding/resources and (b) <br />school segregation. <br />Schools were consistently brought up as an area of concentrated inequality in the city, namely, <br />related to the lack of resources or funding for schools that were mainly segregated in the city. <br />Furthermore, as stated above, a request for more school counselors, psychologists, and social <br />workers was also connected to the school's theme, particularly instead of School Resource <br />Officers (SRO). This shift in resources and personnel, according to the discussions, would <br />address the needs of the students and limit the amount of contact they have with law <br />enforcement, primarily when interacting with the police can be addressed through other means <br />(Table 8). <br />Table 8. Redwood City Schools <br />Small -Group Sessions Frequency <br />School Inequality (i.e., resources, funding, segregation) 45 <br />The discussion of segregation in the city and schools was interwoven with discussions of lack of <br />resources and funding. It was identified as one of the historical causes of racial inequality in one <br />of the more diverse cities, which has made the dynamic even more apparent because of the large <br />communities of color. The discussion about funding and inequality did overlap with the other <br />two general categories. However, these instances explicitly identified the school system as the <br />focal point of inequality and were separated as a theme. Finally, gentrification was identified <br />with creating an influx of high living costs, which exacerbated the separation of communities, <br />schools, and the subsequently divided resources. <br />11 <br />65 <br />