ERIC Number: ED209420
Record Type: RIE
Publication Date: 1981-Jul
Reference Count: 0
What Does Educational Research Tell Us About School Desegregation Effects?
Thomas, Gail E.; Brown, Frank
What does educational research tell us about the effects of school desegregation? A review of past and present research studies provides no conclusive evidence about the effects of school desegregation, primarily because of the variance in type of methodology, time period of desegregation implementation, and type of desegregation plans evaluated. Major shortcomings of this research include: (1) the absence of a strong theoretical framework that acknowledges cultural differences and conflicts between minority and majority group cultures; (2) inconsistencies among research findings; (3) the lack of communication between researchers and educational practitioners and policy makers; and (4) the limited inclusion of racial minorities other than blacks. Recent studies based on ethnographic field techniques and secondary longitudinal data improve upon past studies by better specifying the internal characteristics of desegregation, and by examining the relationship between school desegregation and other outcome variables such as student aspirations, self concept, and racial attitudes. The topics which still need to be addressed include: (1) effects of desegregation on whites; (2) effects of enrollment decline and funding policies; (3) the nature of school counseling, tracking practices, and academic success in segregated and desegregated schools; (4) effects of desegregation on minority faculty and staff; and (5) effects of desegregation on traditionally black colleges. (JCD)
Descriptors: Cultural Differences, Desegregation Effects, Educational Environment, Educational Opportunities, Elementary Secondary Education, Ethnic Groups, Ethnography, Higher Education, Longitudinal Studies, Minority Groups, Racial Attitudes, Research Utilization, School Desegregation, Self Concept
Publication Type: Speeches/Meeting Papers; Reports - Research
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: Coleman Report
Note: For related documents, see UD 021 834-835.