The Relationship between School Desegregation and Academic Achievement: A Review of the Research

Weinberg, Meyer

doi:10.2307/1191101

Cited by 28 publications

(9 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As ma.jor reviews indicate, previous studies have focused primarily on the effects of school desegregation on minority academic achievement, self-esteem, interracial attitudes, and, more recently, on white flight (Armor, 1972;Crain & Mahard, 1978;Epps, 1979;Newby, 1979;Rossell, 1983;St. John, 1975;Stephan, 1978;Weinberg, 1975).…”

mentioning

confidence: 99%

School Desegregation and Black Assimilation

Braddock

1985

Journal of Social Issues

View full text Add to dashboard Cite

Many changes in American race relations have occurred in the three decades since the Brown v. Board of Education decision. Some of these changes are related to school desegregation and have been extensively studied-e.g., changes in racial attitudes among both blacks and whites, and changes in black self-esteem and achievement-test performance. In contrast, relatively little is known about the long-term effects of school desegregation on assimilation-full and equal participation of blacks in the social, economic, and political life of the society. When school desegregation is viewed in the context of the long-term functions of education, it seems important for researchers and policy makers to ask whether it promotes the social integration of blacks and whites in adult life and enhances the career attainments of blacks. These important issues have recently begun to receive empirical research attention. This article reviews recent research on the long-term effects of school desegregation on black assimilation, emphasizing evidence from several national surveys. Implications for social policy, intergroup relations, and interracial equity are discussed.The assimilation model has dominated the social science literature on American intergroup relations for several decades (Metzger, 197 1). This perspective considers assimilation--the incorporation of ethnic and racial minorities into the society's mainstream-as the inevitable consequence of a series of progressive stages that occur during intergroup contact.Gordon (1964) distinguished between two types of assimilation: cultural and structural. Cultural assimilation, like acculturation, refers to the process

show abstract

mentioning

confidence: 99%

School Desegregation and Black Assimilation

Braddock

1985

Journal of Social Issues

View full text Add to dashboard Cite

show abstract

“…The available evidence provides no reason to believe that busing itself-within limits broader than those contemplated by almost all desegregation planners-has negative consequences for children regardless of their race. 40 While this article has discussed what desegregated schools might accomplish, it is well to remember that "a school case, like a vehicle, can carry only a limited amount of baggage. "41 Schools do not live in a vacuum apart from the rest of society or its institutions.…”

Section: Resultsmentioning

confidence: 99%

On The Future Implementation of School Desegregation: Some Considerations

Hawley¹,

Rist²

2018

The Courts, Social Science, and School Desegregation

View full text Add to dashboard Cite

“…Research on the effects of segregation tends to show that students with comparable characteristics are not as successful if they are schooled in a segregated context (Monseur & Crahay, 2008;OECD, 2013;van Ewijk & Sleegers, 2010a, b). Some research, however, provides more nuanced results, highlighting that the effects of segregation may vary depending on the individual characteristics of the students (Schofield, 1995;Weinberg, 1975), especially for students from minority groups, migrant students and socioeconomically disadvantaged students who seem to be more sensitive to the effects of segregation (Charmillot, 2013;Jencks & Mayer, 1990).…”

Section: Modes Of Grouping Students Segregation and Educational Ineqmentioning

confidence: 99%

Modes of Grouping Students, Segregation and Educational Inequalities. A Longitudinal Analysis of a Cohort of Students in Switzerland

Charmillot¹,

Felouzis²

2020

REICE

View full text Add to dashboard Cite

The education system in Geneva, Switzerland, offers two organisationally contrasting modes of grouping students in secondary 1 education. Students either belong to schools which run a segmented system (students are grouped into two streams based on their academic level) or a more integrated system, with heterogeneous classes made up of ability groups for some subjects. Using longitudinal data, this article examines the impact of these two modes of grouping students and of within-school segregation on the way students are oriented in secondary 2 education. The results of a multilevel logistic regression analysis show that students attending the segmented system are less likely to be oriented towards a baccalaureate school, the most selective path of secondary 2 education. They also show that the effects of within-school segregation contribute to reinforcing inequalities between students: the likelihood of attending a baccalaureate school is much lower in classes with a high percentage of students from a disadvantaged background. Finally, they show that the negative effects of school segregation tend to be stronger in the segmented system.

show abstract

The Relationship between School Desegregation and Academic Achievement: A Review of the Research

Cited by 28 publications

References 0 publications

School Desegregation and Black Assimilation

School Desegregation and Black Assimilation

On The Future Implementation of School Desegregation: Some Considerations

Modes of Grouping Students, Segregation and Educational Inequalities. A Longitudinal Analysis of a Cohort of Students in Switzerland

Contact Info

Product

Resources

About