Long‐term effects of school desegregation on southern blacks

Braddock, Jomills Henry; Dawkins, Marvin P.

doi:10.1080/02732173.1984.9981729

Cited by 12 publications

(12 citation statements)

References 25 publications

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“…Although some have argued that it was not school desegregation that caused minority student achievement to increase (Armor 1995), the bulk of research demonstrated desegregation had a positive effect on the achievement outcomes for minority students (Wells and Crain 1994;Braddock and Eitle 2004).…”

Section: Previous Research On School Racial Compositionmentioning

confidence: 99%

School Effects: Examining the Race Gap in Mathematics Achievement

Brown-Jeffy

2008

J Afr Am St

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Abstract:The gap in achievement between minority and non-minority students has become a national priority. To investigate the relationship between school racial composition and the race-based gaps in mathematic achievement, High School Effectiveness Study data on 3,392 students in 177 schools were analyzed. Multilevel analyses revealed that when at least half of the students in a school are Black or Hispanic, all student achievement is lower (for White as well as for ethnic minority students). Asian students' achievement remains lowered until the percentage of Black and Hispanic students is less than 15%. However, schools that are 30-49% Black and/or Hispanic have more egalitarian achievement between White and Hispanic students. Although there is no one-size-fits-all model, this research does confirm that being in a school with a high a concentration of Black and Hispanic students lessens all students' chances of academic achievement, even for students who otherwise should excel.

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Section: Previous Research On School Racial Compositionmentioning

confidence: 99%

School Effects: Examining the Race Gap in Mathematics Achievement

Brown-Jeffy

2008

J Afr Am St

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“…There have been numerous reviews of the research on desegregation and African-American student achievement (Armor, 1984;Braddock & Eitle, 2004;Bradley & Bradley, 1977;Cook, 1984;Crain, 1984a;Krol 1978;Mahard & Crain, 1983;Miller & Carlson, 1984;Stephan, 1978Stephan, , 1984St. John, 1975;Schofield, 1995;Walberg, 1984;Weinberg, 1977;Wortman, 1984).…”

Section: African-american Achievementmentioning

confidence: 99%

“…Desegregation also seems to encourage majoring in fields that prepare African-Americans for careers in which they have traditionally been markedly underrepresented (Braddock & Eitle, 2004). For example, using national longitudinal survey data from more than 3,000 African-American high school students, found that those who had attended predominately White high schools were more than four times as likely to have selected a college major in computer and information sciences, fields in which AfricanAmericans are woefully underrepresented (Vardi, Finin, & Henderson, 2003), than those who had attended segregated high schools.…”

Section: African-american Occupational Aspirations and Attainmentmentioning

confidence: 99%

“…Specifically, in the long run, desegregation seems to help break down racial isolation (Braddock & Eitle, 2004;Wells, 1995;Wells & Crain, 1994). For example, African-Americans who attended desegregated schools are more likely to report living in integrated neighborhoods and/or having White social contacts later in life than their segregated peers (Crain & Weisman, 1972;Dawkins, 1991).…”

Section: Adult Social and Professional Networkmentioning

confidence: 99%

“…School desegregation also appears to break down intergroup isolation in employment as well (Braddock & Eitle, 2004). Specifically, Braddock, Crain, and McPartland (1984) review the results of several national surveys and conclude that African-American graduates of desegregated schools are more likely to work in desegregated environments than their peers who attended segregated schools.…”

Section: Adult Social and Professional Networkmentioning

confidence: 99%

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The Conundrum of School Desegregation: Positive Student Outcomes and Waning Support

Schofield¹,

Hausmann²

2004

lawreview

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The Brown v. Board of Education (1954) decision was a landmark in many respects. Most importantly, it overturned the separate but equal doctrine embodied in Plessy v. Ferguson (1896), laying the groundwork for massive change in our society. In particular, it laid the basis for dismantling state supported racial segregation in education, housing, and other important areas of life. For social scientists there is another, though less important, reason why the Brown decision was so crucial. It was the first case in which a Supreme Court decision specifically mentioned the input of social science experts (Cook, 1979). Although there is a lack of agreement about how important a role this input played, social scientists were buoyed by the fact that a statement signed by a large number of leading social scientists was cited.

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Introduction

Molina¹

2021

International Study of City Youth Education

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Long‐term effects of school desegregation on southern blacks

Cited by 12 publications

References 25 publications

School Effects: Examining the Race Gap in Mathematics Achievement

School Effects: Examining the Race Gap in Mathematics Achievement

The Conundrum of School Desegregation: Positive Student Outcomes and Waning Support

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