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

Abstract

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.

What is diverse enough? How “intentionally diverse” charter schools recruit and retain students

“…Here, a long-standing body of research has explored the positive effects of diverse and integrated school environments on both academic and non-academic outcomes. This research suggests that integrated contexts may benefit both White students and students of color, in terms of developing positive intergroup attitudes, cultural flexibility, increased civic engagement, reduction in bias, greater access to informal networks, and improved critical thinking skills (Borman et al, 2004;Braddock, Crain, & McPartland, 1984;Carter, 2010;Crosnoe, 2005;Dawkins, 1994;Guryan, 2001;Mickelson, 2006;Schofield & Hausmann, 2004;Wells & Crain, 1994).…”

“…Other scholars and advocates have argued that 'diversity' is often premised on the problematic idea that low-income students or students of color must be exposed to middle-class or White families in order to succeed academically, rather than focusing on deeper underlying issues related to school quality and access to equitable resources (Asante, 1991;Binder, 2009). Institutions controlled and operated by people of color may be segregated, but they can also provide a sense of belonging and community that is not possible in integrated settings that adopt colorblind perspectives, ignoring the racial heritage and cultural backgrounds of students of color (Crosnoe, 2009;Schofield & Hausmann, 2004;Wilson, 2016). In this sense, diversity is not a "silver bullet," and its impacts are context-dependent.…”

School ethnic composition and aspirations of immigrant students in Belgium

“…Even if the aspirations of minority students are not reduced in concentration schools, if these schools are associated with a higher chance of dropping out early, educational and occupational attainments will eventually be harmed (Epps, 1975). There is no doubt about the importance of finishing high school for future occupational mobility; dropping out increases the difficulty of getting a steady, well‐paying, economically‐secure job (Felice, 1981; Rumberger, 1987; Schofield & Hausmann, 2004). We do not know of any research into the intentions of finishing high school.…”

Silencing the seventh trumpet: Analyzing the effect of private schooling on voting behavior

“…Several studies have considered the impact of school racial integration on personal attitudes. These studies generally find that higher levels of diversity within a school is associated with increased racial tolerance and empathy for other groups (Stephan and Rosenfield, 1978;Wells and Crain, 1994;Wells et al, 2009), at least in the long run (Schofield and Hausmann, 2004). Given lower levels of integration in the private school sector (Reardon and Yun, 2003), to the extent that increased empathy for minorities is associated with liberal, Democratic ideology (Loewen et al, 2017), one might expect that private schools produce more conservative, Republican-leaning voters.…”