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ERIC Number: ED015974
Record Type: RIE
Publication Date: 1967-Nov
Pages: 28
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
DESEGREGATION OR INTEGRATION IN PUBLIC SCHOOLS, THE POLICY IMPLICATIONS OF RESEARCH.
KATZ, IRWIN
RECENT FEDERAL REPORTS ON NEGRO ACHIEVEMENT IN BIRACIAL SCHOOLS SUGGEST THAT ON THE AVERAGE NEGROES AND WHITES ACHIEVE BEST IN WHITE-MAJORITY SCHOOLS, AND THAT THE RACIAL CONTACT IS AN IMPORTANT VARIABLE IN THIS EFFECT. PSYCHOLOGICAL RESEARCH IN BIRACIAL LEARNING SETTINGS POINTS TO THREE FACTORS WHICH MAY HAVE A DETRIMENTAL EFFECT ON NEGRO STUDENTS. CHILDREN IN NEWLY INTEGRATED CLASSROOMS MAY EXPERIENCE A SOCIAL THREAT, A LOW EXPECTANCY OF SUCCESS, AND A FAILURE THREAT WHICH HAS A "SOCIALLY PUNITIVE MEANING." THESE ADVERSE EFFECTS COULD BE MINIMIZED BY THE EARLIEST POSSIBLE EXPOSURE TO DESEGREGATED SCHOOLS. MOREOVER, A SERIES OF EXPERIMENTS WITH COLLEGE STUDENTS SHOWS THAT IN SITUATIONS OF SOCIAL ACCEPTANCE NEGROES WANT TO MEET THE HIGH ACADEMIC STANDARDS OF WHITE PEERS. THESE STANDARDS OFFER THE NEGROES AN OPPORTUNITY FOR SELF-EVALUATION AND HAVE HIGH INCENTIVE VALUE. NEGRO LOW ACHIEVERS ALSO BENEFIT FROM DESEGREGATION BECAUSE LOW SELF-ESTEEM MAY BE IMPROVED WHEN A CHILD FINDS HIS ENVIRONMENT RESPONSIVE TO HIS ACHIEVEMENT EFFORTS. RESEARCH HAS ALSO SHOWN THAT A TEACHER'S BEHAVIOR AFFECTS A NEGRO CHILD MORE THAN A WHITE CHILD. IF THE NEGRO FEELS REJECTED, HE BECOMES ANXIOUS AND ACHIEVES LESS, AND THUS HIS SCHOOL PROGRESS SLOWS. ABILITY GROUPING MAY ALSO BE DETRIMENTAL TO NEGRO PUPILS. UNTIL THERE IS FULL SCHOOL INTEGRATION, STANDARDS IN NEGRO SCHOOLS MUST BE RAISED AND NEGRO PARENTS ENCOURAGED TO FOSTER POSITIVE ATTITUDES TOWARD EDUCATION. IN NEWLY INTEGRATED SCHOOLS TEACHERS SHOULD BE TRAINED TO UNDERSTAND THE EMOTIONAL NEEDS OF THEIR STUDENTS. THIS PAPER WAS PREPARED FOR THE NATIONAL CONFERENCE ON EQUAL EDUCATIONAL OPPORTUNITY IN AMERICA'S CITIES, SPONSORED BY THE U.S. COMMISSION ON CIVIL RIGHTS, WASHINGTON, D.C., NOVEMBER 16-18, 1967. (NH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A