The Continuing Significance of Desegregation: School Racial Composition and African American Inclusion in American Society

Dawkins, Marvin P.; Braddock, Jomills Henry

doi:10.2307/2967190

Cited by 33 publications

(30 citation statements)

References 10 publications

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“…Research concerning racial diversity has accordingly identified, specific to these children, numerous benefits of greater integration. For instance, students of color attending more integrated schools tend to have access to improved educational resources and opportunities, as well as to an environment stressing higher achievement (Braddock, 1980;Carter, 1996;Dawkins & Braddock, 1994;Natriello, Welner 354 These new, statistically sophisticated analyses of high-quality databases provide strong evidence that segregated schools harm the achievement of African American students. However, the association between achievement test scores and desegregation depends on many factors, not the least of which is whether students are resegregated within school sites by means of such practices as tracking and ability grouping (Welner, 2001).…”

Section: Methodsmentioning

confidence: 96%

K–12 Race-Conscious Student Assignment Policies: Law, Social Science, and Diversity

Welner

2006

Review of Educational Research

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This fall, the Supreme Court will consider the constitutionality of raceconscious K-12 student assignment policies. At a time when schools nationwide have become more racially isolated, some districts have used such policies to mitigate segregation. This article examines these policies in light of the Supreme Court's recent decisions concerning affirmative action at universities. It explores the legal implications of differences between higher education and K-12 schooling, considering what the differences might mean for particular diversity goals and for policies designed to meet those goals. Beginning with a concise summary of research on the effects of K-12 student diversity, the article places the research in a current legal context, explaining relevant law, what the courts consider important, and how research addresses evidentiary issues.

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Section: Methodsmentioning

confidence: 96%

K–12 Race-Conscious Student Assignment Policies: Law, Social Science, and Diversity

Welner

2006

Review of Educational Research

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“…These findings have helped researchers understand how individuals perpetuate segregating behaviors, whereas the findings of Dawkins and Braddock (1994) have helped researchers understand the ways in which exposure to integrated settings changes behaviors and helps Blacks obtain greater inclusion in society. Granovetter's (1973) strength of ties theory provides a framework for viewing and describing interpersonal relationships or links between individuals.…”

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confidence: 94%

Ties That Blind

Price

Hyle

Jordan

2009

Community College Review

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Interviews with 17 African American students and 19 White students were employed to examine interracial relations at a predominantly White community college campus. Seen through the lens of Granovetter's strength of ties theory, the interview findings revealed that strong intraracial ties and the absence of weak interracial ties inhibited communication between White and African American students, perpetuating the feelings of racial discomfort that students brought with them to the college campus. These findings illuminate the need for higher education to intentionally deconstruct racial discomfort through an analysis of the social structures that perpetuate the status quo of uncomfortable race relations.

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“…However, it is important to understand how these gender differences affect social integration as this may influence a student's general social and academic experience as well as his or her experience with students of other races. This experience may affect whether students will choose to segregate or integrate themselves in the future (Braddock 1980;Dawkins and Braddock 1994).…”

Section: Social Integrationmentioning

confidence: 99%

“…Finally, it is important to continue the rich history of sociological inquiry into both the social and the academic effects of desegregation (see Longshore and Prager 1985;Schofield 1991 for reviews) because the experiences students have with those of other races early on in life may very well affect their future educational and occupational choices and experiences (Dawkins and Braddock 1994;Eaton 2001). It is particularly important to understand how integration within the same school may be experienced differently by males and females as this may potentially lead to gender variation in how students approach future integrated situations.…”

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confidence: 99%

Only Here for the Day

Holland

2012

Sociol Educ

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This study uses qualitative data to investigate the process of social integration for minority students at a majority white high school and identifies significant gender differences in this process. At this school, integration is the result of processes that occur at two different levels of interaction. On the interpersonal level, African American and Latino/a males and females engage in very different integration strategies. Males are able to gain social status at the school through their participation in athletics and their physical embodiment of the urban ''hip-hop star'' and also by engaging in strategies to play down negative stereotypes. In contrast, females do not have access to similar avenues for social status and do not engage in such strategies. The organization of the school contributes to these gender differences by facilitating interracial contact for the males under ideal conditions, while providing the females with less opportunity for contact. This study has implications for future work on integrated schools and points to the understudied importance of gender and its relation to organizational context in studies of race relations.

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The Continuing Significance of Desegregation: School Racial Composition and African American Inclusion in American Society

Cited by 33 publications

References 10 publications

K–12 Race-Conscious Student Assignment Policies: Law, Social Science, and Diversity

K–12 Race-Conscious Student Assignment Policies: Law, Social Science, and Diversity

Ties That Blind

Only Here for the Day

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