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ERIC Number: ED002316
Record Type: RIE
Publication Date: 1964
Pages: 1
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
SOME EFFECTS OF SEGREGATION AND DESEGREGATION.
LESSER, GERALD S.; AND OTHERS
AN EXPANDED VERSION OF TESTIMONY GIVEN ON MARCH 21, 1964, BEFORE THE MASSACHUSETTS STATE ADVISORY COMMISSION TO THE U.S. COMMISSION ON CIVIL RIGHTS IS GIVEN. THE EFFECTS OF SCHOOL SEGREGATION AND DESEGREGATION UPON BOTH NEGRO AND WHITE CHILDREN ARE DISCUSSED. THE AIMS OF EDUCATION INCLUDE THE ACQUISITION OF ACADEMIC SKILLS, THE DEVELOPMENT OF A POSITIVE SELF-CONCEPT, AND THE CREATION OF A STRONG MOTIVATION TO LEARN. FOR EACH AIM, THE RESULTS OF STUDIES AND PROGRAMS ARE INCLUDED. THEY SHOW THE DIFFERENCES BETWEEN NEGRO AND WHITE CHILDREN IN TYPICAL SEGREGATED SCHOOL SETTINGS AND THE DEGREE TO WHICH RACIAL BALANCING OF NEGRO AND WHITE GROUPS APPEARS TO CORRECT OR REDUCE THE DAMAGE TO BOTH NEGRO AND WHITE CHILDREN. SEGREGATED SCHOOLS PROVIDE LIMITED OPPORTUNITY FOR CHILDREN TO DEVELOP TO CAPACITY, THEY ARE HARMFUL TO BOTH NEGRO AND WHITE CHILDREN. RACIALLY BALANCED CONDITIONS ARE AN EFFECTIVE FORCE IN CORRECTING THESE DAMAGING EFFECTS, FOR THEY PROVIDE AN OPPORTUNITY FOR ASSOCIATION AMONG DIVERSE GROUPS. A BIBLIOGRAPHY OF REFERENCES IS INCLUDED.
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: CAMBRIDGE; MASSACHUSETTS