Desegregation and Integration

Author:

Ayscue Jennifer,Frankenberg Erica

Abstract

In the landmark 1954 Brown v. Board of Education case, the Supreme Court unanimously decided that racial segregation was unconstitutional and “inherently unequal.” At that time, desegregation efforts focused primarily on the South and the desegregation of black and white students. The South received attention because most of the seventeen states that had de jure, or legally sanctioned, segregation were located in the South; efforts were concentrated on black and white students because they comprised the majority of public school students at that time. Today, school segregation is a national issue that reaches across all regions of the country and stratifies what is now a multiracial student population by race, class, and language. School desegregation history in the United States is characterized by several decades of progress, peaking in the 1980s, and a subsequent retreat; this pattern is evident in both the judicial support of desegregation and the trends measuring progress in desegregation. Segregated schools are consistently linked to unequal educational opportunities and outcomes, while desegregated and diverse schools are associated with numerous benefits for students of all races. The causes of school segregation (and the re-segregation of previously desegregated schools) are complicated; they include residential segregation, legal constraints, termination of court orders, student assignment policies that deprioritize diversity, structural features of school and district boundaries, and unregulated forms of school choice. Given this complexity, it is not surprising that the policies for addressing segregation are similarly complex and must be carefully tailored to the local context and demography. Since the 1950s, school districts across the nation have implemented desegregation efforts in various ways, both voluntary and mandatory, with varying levels of success. However, creating and maintaining desegregation is not sufficient for truly achieving integration, which can occur through a comprehensive and deliberate structuring of classrooms and learning environments. “Desegregation” refers to a legal or political process of ending the separation and isolation of different racial and ethnic groups. Desegregation is achieved through court order or voluntary means. “Integration” refers to a social process in which members of different racial and ethnic groups experience fair and equal treatment within a desegregated environment. Integration requires further action beyond desegregation. This bibliography incorporates social science research from education, law, policy, and sociology to explore desegregation history, policies, trends, causes, and effects. It also reviews the arguments that have been made in opposition to desegregation.

Publisher

Oxford University Press

Cited by 8 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Unrealized Integration in Education, Sociology, and Society;American Sociological Review;2023-12-14

2. Resegregation will not happen on our watch: The political and social context surrounding voluntary integration in Wake County Public School System;Education Policy Analysis Archives;2023-02-21

3. How Teachers and Leaders Facilitate Integration in a Two-Way Dual Language Immersion Program;Teachers College Record: The Voice of Scholarship in Education;2022-01

4. Racial integration through two-way dual language immersion: A case study;education policy analysis archives;2021-04-12

5. Does Neighborhood Gentrification Create School Desegregation?;Teachers College Record: The Voice of Scholarship in Education;2020-05

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