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Note to the teacher:
Following is a newspaper excerpt that explores the topic of discrimination in mortgage lending. The reading level is a fairly high one, so you may need to simplify the language and explain some of the vocabulary. Following the article are adaptation ideas and discussion questions that you can look at before students read the article.

 

Tools for Teachers

Handout: “Mortgage Lending Shows Race Disparity,”
Boston Globe, Sept. 2000

With discussion questions and adaptation ideas by Lenore Balliro,
Adult Literacy Resource Institute, Boston, MA
Reprinted with permission


The racial disparity in home-mortgage lending worsened in the Boston area between 1998 and 1999, with black and Hispanic applicants denied loans at 2 to 2.5 times the denial rate for whites, according to a study released yesterday.

Of the 50 metropolitan areas studied, the Boston area was one of five in which upper-income blacks were more likely than low-income whites to be denied home mortgages and in which upper-income Hispanics were more likely than moderate-income whites to be denied mortgages.

While the disparity grew in metropolitan Boston, it declined nationally.

The study was based on data gathered under the federal Home Mortgage Disclosure Act. It was released by the Association of Community Organization for Reform Now (ACORN), a national grassroots association that seeks access to credit for
low-income and minority neighborhoods. The group has chapters around the country, including Massachusetts.

“We keep hearing these big boom stories, (that) people are doing much better,” said Maude Hurd, national president of ACORN and a Dorchester resident. But this study shows “the gap is just widening more and more,” Hurd said. “It really troubles me.”

In 1999, black applicants for conventional loans in metropolitan Boston were denied 2.45 times more often than whites, and Hispanic applicants 1.84 times more often according to the study. In 1998, Boston-area blacks had 2.26 times the denial rate of whites, and Hispanics had a denial rate 1.82 times that of whites.

Nationally, blacks were denied at 1.96 times the rate of whites in 1999, and Hispanics were denied at 1.41 times the rate of whites, an improvement over 1998. In 1998, blacks were turned down at 2.09 times the rate of whites, and Hispanics were denied at 1.51 times the rate for whites.

Officials from the Massachusetts Bankers Association and the state Division of Banks cautioned that the federal data used in the ACORN study do not include the credit histories and overall assets of applicants, and those factors may explain some of the disparity in the Boston area. The federal data consist of mortgages for home purchases made by banks, mortgage companies, and other lenders.

“One of the concerns I have about the study—I don’t know if I’d say it’s a flaw—it’s only focusing on income levels,” said Daniel Forte, president of the bankers association, which represents about 210 of the 230 banks in Massachusetts, ranging from big commercial banks to small community institutions.

Tanya Duncan, director of federal policy for the bankers association, said, “You can have a high income and not have accumulated wealth.”

Steven Antonakes, senior deputy commissioner for the Massachusetts Division of Banks, said to get a truer picture of denial rates, “you also need information about credit history, property values, and other things,” which are not available through the federal mortgage disclosure data.

But ACORN’s Hurd said while differences in credit history and overall wealth accumulation may explain some of the racial disparity, “I don’t think it would make a great big deal of difference.” She pointed to the study’s finding that Boston-area blacks earning more than $78,600 were denied mortgages more often than whites earning less than $32,750. Twenty percent of high-income blacks were denied conventional mortgages, while only 18 percent of low-income whites were.

“It’s certainly a statistic that’s alarming and bears review,” agreed the state’s Antonakes.

But Forte of the bankers’ association disagreed. “Unfortunately, from a statistical standpoint, African-Americans and other minorities have not had the benefit of building up capital in general, as whites have in general,” he said. “They almost start in a tougher position, and that’s why you get some of the higher denials.”

He said the recent increase in real estate values in the Boston area may have something to do with the higher denial rates among minorities.

The ACORN study also found that in the Boston metropolitan area, high-income blacks were denied mortgages 3.44 times more often than high-income whites, and high-income Hispanics 2.57 times more often than high-income whites.

In August, the Federal Financial Institutions Examination Council, which compiles mortgage numbers, announced that the racial disparity in denial of conventional mortgages had lessened or stayed the same nationally, across all minority groups.

Between 1998 and 1999, denial rates for black applicants dropped from 53.7 percent to 49 percent; for Native Americans, from 52.9 percent to 42.1 percent; and for Hispanics, from 38.7 percent to 35 percent. For Asian-American applicants, the denial rates stayed the same, at 11.8 percent.

Nationally, white applicants also saw their denial rates drop between 1998 and 1999, from 26 percent to 25.5 percent, according to the data.

While differences in income may have accounted for some of the disparity, the agency noted that the disparity occurred even if blacks, Native Americans, and Hispanics had the same income as white applicants.

Suggestions for Adapting the Boston Globe Article to the Classroom

1. Discuss the word “disparity” and what it means.

2. As a class, read the headline and ask students to predict what the article will be about.

3. Break students into pairs or small groups and assign a small amount of reading (two to three paragraphs) to each pair or group.

4. Have students read their assignments silently, then discuss them in their pairs or group. Have each group select a recorder to summarize the main idea of the group’s reading in one or two sentences. (Students may need modeling in this skill before you assign the task to avoid having them simply rewrite the entire paragraph.) Students can discuss unfamiliar vocabulary and try guessing the meaning. They can also consult dictionaries if necessary.

5. Have each group report its summary to the rest of the class.

Discussion Questions

1. What was most interesting to you about this article?

2. Did the information surprise you? Why or why not?

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