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This multilevel approach to school integration includes a case study of Community X --a middle-sized Midwest city noted for its typicalness; it is considered to be an excellent city to study de facto segregation. The account of the attempts by Community X to achieve a high quality integrated education is held to be of urgent interest. It is argued that a segregated learning situation is unreal, and does serious harm both to whites and blacks. Some of the reasons why Community X saw and actively confronted this problem are analyzed. Citizen reaction and effectiveness of various proposals are described. All of the elements of the problem are treated --the school administration, the committee, teachers, parents, and children. A discussion held to be especially important shows how slum school education affects the self concept of black students. Concrete suggestions are given for approaches to teaching that will overcome the great gap between the lower class child and the white middle class education system.
Despite its image as an epicenter of progressive social policy, New York City continues to have one of the nation's most segregated school systems. Tracing the quest for integration in education from the mid-1950s to the present, The Battle Nearer to Home follows the tireless efforts by educational activists to dismantle the deep racial and socioeconomic inequalities that segregation reinforces. The fight for integration has shifted significantly over time, not least in terms of the way "integration" is conceived, from transfers of students and redrawing school attendance zones, to more recent demands of community control of segregated schools. In all cases, the Board eventually pulled the plug in the face of resistance from more powerful stakeholders, and, starting in the 1970s, integration receded as a possible solution to educational inequality. In excavating the history of New York City school integration politics, in the halls of power and on the ground, Christopher Bonastia unearths the enduring white resistance to integration and the severe costs paid by Black and Latino students. This last decade has seen activists renew the fight for integration, but the war is still far from won.
During recent decades, social inequalities have increased in many urban spaces in the globalized world, and education has not been immune to these tendencies. Urban segregation, migration movements and education policies themselves have produced an increasing process of school segregation between the most disadvantaged social groups and the middle classes. Exploring school segregation patterns in Argentina, Belgium, Brazil, Chile, England, France, Peru, Spain, Sweden and the USA, this volume provides an overview of the main characteristics and causes of school segregation, as well as its consequences for issues such as education inequalities, students' performance, social cohesion and intercultural contact. The book is organized in three parts, with Part 1 exploring the systemic dimensions of education inequalities that shape different patterns of school segregation, and the extent to which public policies have addressed this challenge. Part 2 focuses on the consequences of school segregation on student performance and other educational aspects, and the Part 3 explores how school segregation dynamics are shaped by market forces and privatization of education. Whilst focusing on different dimensions of school segregation, each chapter explores the magnitude, trends and consequences of school segregation, providing readers with a comprehensive overview of the phenomenon and facilitating cross-country comparisons. Moreover, the volume provides important evidence about the dynamics and characteristics of school segregation, which is key for the planning and implementation of de-segregation policies.
An African American Dilemma offers the first social history of northern Black debates over school integration versus separation from the 1840s to the present. Since Brown v. Board of Education in 1954 Americans have viewed school integration as a central tenet of the Black civil rights movement. Yet, school integration was not the only--or even always the dominant--civil rights strategy. At times, African Americans also fought for separate, Black controlled schools dedicated to racial uplift and community empowerment. An African American Dilemma offers a social history of these debates within northern Black communities from the 1840s to the present. Drawing on sources including the Black press, school board records, social science studies, the papers of civil rights activists, and court cases, it reveals that northern Black communities, urban and suburban, vacillated between a preference for either school integration or separation during specific eras. Yet, there was never a consensus. It also highlights the chorus of dissent, debate, and counter-narratives that pushed families to consider a fuller range of educational reforms. A sweeping historical analysis that covers the entire history of public education in the North, this work complicates our understanding of school integration by highlighting the diverse perspectives of Black students, parents, teachers, and community leaders all committed to improving public education. It finds that Black school integrationists and separatists have worked together in a dynamic tension that fueled effective strategies for educational reform and the Black civil rights movement, a discussion that continues to be highly charged in present-day schooling choices.
"This case study offers scholars, policy makers, and the public a deep analysis of one of the few districts that is making progress toward true integration. The research team behind the book has diverse content and research design expertise and have been able to study the legal, educational, political, historical, and sociological dimensions of the case of the Morris School District by employing qualitative and quantitative research along with GIS mapping. This book provides policy makers and the public with a series of lessons learned from the Morris School District. Many of these lessons-which are at times inspiring and also still continuing to challenge the district-will prove valuable for those engaged in building equitable school systems. It will provide scholars with a superb example of mixed methods research and draws on a range of essential theoretical frameworks to aid in the analysis of one district's journey towards true integration"--
An acclaimed economist reveals that school integration efforts in the 1970s and 1980s were overwhelmingly successful -- and argues that we must renew our commitment to integration for the sake of all Americans We are frequently told that school integration was a social experiment doomed from the start. But as Rucker C. Johnson demonstrates in Children of the Dream, it was, in fact, a spectacular achievement. Drawing on longitudinal studies going back to the 1960s, he shows that students who attended integrated and well-funded schools were more successful in life than those who did not -- and this held true for children of all races. Yet as a society we have given up on integration. Since the high point of integration in 1988, we have regressed and segregation again prevails. Contending that integrated, well-funded schools are the primary engine of social mobility, Children of the Dream offers a radical new take on social policy. It is essential reading in our divided times.
An acclaimed economist reveals that school integration efforts in the 1970s and 1980s were overwhelmingly successful -- and argues that we must renew our commitment to integration for the sake of all Americans We are frequently told that school integration was a social experiment doomed from the start. But as Rucker C. Johnson demonstrates in Children of the Dream, it was, in fact, a spectacular achievement. Drawing on longitudinal studies going back to the 1960s, he shows that students who attended integrated and well-funded schools were more successful in life than those who did not -- and this held true for children of all races. Yet as a society we have given up on integration. Since the high point of integration in 1988, we have regressed and segregation again prevails. Contending that integrated, well-funded schools are the primary engine of social mobility, Children of the Dream offers a radical new take on social policy. It is essential reading in our divided times.