ERIC Number: ED209418
Record Type: RIE
Publication Date: 1981-Jul
Reference Count: 0
Assessing School Desegregation Effects: New Directions in Research.
Braddock, Jomills H., II; McPartland, James M.
This report examines previous research on school desegregation effects and suggests new research directions to provide information for policy deliberations. The current imbalance in school desegregation research is attributed to unresolved technical disputes in policy debates, the limitation of debate topics relevant for research, and the absence of a strong theory of social mobility, community power, or discrimination to support research studies. A review of the desegregation effects on black students shows a general additive incremental effect on attendance at desegregated colleges from each extra year of earlier experience in desegregated elementary or secondary schools. This evidence indicates that other adult outcomes such as employment or housing attainments may be significantly influenced by desegregation in elementary and secondary schools. A consideration of the long term outcomes of school desegregation and its implications for policy deliberations suggest the need to identify the processes that exclude qualified minorities from promising opportunities as well as compare both institutional and individual behavior in an effort to explain the problems of minority social mobility and segregation. (JCD)
Publication Type: Opinion Papers; Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Johns Hopkins Univ., Baltimore, MD. Center for Social Organization of Schools.
Identifiers: Theory Development
Note: For related documents, see UD 021 835-836.