ERIC Number: ED190271
Record Type: RIE
Publication Date: 1979-Nov-30
Reference Count: 0
Trends in Segregation of Hispanic Students in Major School Districts Having Large Hispanic Enrollment. Ethnographic Case Studies, Volume II. Final Report.
Aspira, Inc., New York, NY.
School desegregation did not lead to greater understanding of the Hispanic community by white educational personnel in two school districts analyzed to document the desegregation process and the impact of school desegregation on the Hispanic community. Each district was in a white-controlled, tri-ethnic community in its second year of successful implementation of court ordered school integration, and had an enrollment of from 20,000 to 150,000, of which 15% to 25% was Hispanic and not more than 30% was black. One district was in the East and the other in the West. Data came from participant observation, interviews, literature reviews, census reports, and city planning studies. In both districts, the full implementation of desegregation coincided with a loss in white enrollment and was soon followed by increased racial cleavage and conflict. Hispanic students were less likely to be in a supportive learning environment after desegregation. Court ordered plans sometimes curtailed specially targeted minority programs such as bilingual education programs and many Hispanics perceived desegregation to be detrimental to bilingual education. Desegregation plans should adhere to state and federal guidelines for bilingual education and should distinguish the needs of racial minorities on an individual basis. Further research is recommended. (SB)
Descriptors: Bilingual Education, Community Involvement, Court Litigation, Desegregation Effects, Educational Change, Educational Trends, Elementary Secondary Education, Equal Education, Ethnography, Hispanic Americans, Minority Group Teachers, Racial Relations, School Desegregation, Social Attitudes, Social Bias, Socioeconomic Status
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Aspira, Inc., New York, NY.
Note: Some pages may not reproduce well due to poor print quality. For related documents, see RC 011 883 and RC 011 885-888.