ERIC Number: ED038658
Record Type: RIE
Publication Date: 1970-Mar-2
Reference Count: 0
Some Early Effects of Compulsory Desegregation on Elementary School Children.
Carrigan, Patricia M.; Aberdeen, David
The early consequences of compulsory transfer of children from ghetto schools to predominately white schools is discussed. Such a plan was effected when Jones Elementary School, with an 80% black enrollment, was closed and pupils were reassigned to six predominately white receiving schools. Non-transfer students from a racially mixed school and comparable socioeconomically and academically to the children from Jones School were used as a control group. The data included information on a variety of behavioral and attitudinal characteristics such as IQ, reading achievement, self-esteem and social acceptance. The findings indicated that these characteristics were initially poorest in the black transfer group and there was no evidence that established patterns were altered appreciably by a year of desegregated schooling. Black children tended to be more similar to one another across the three populations than to white children within the same population and the black-white differences tended to favor the whites. When some interruption in this pattern was observed, positive changes occurred among the black transfer group and generally the greatest positive changes occurred in children with relatively low initial status on that characteristic. It is concluded that desegregation is no panacea for the ills of the minority group child. (Author/RSM)
Publication Type: N/A
Education Level: N/A
Authoring Institution: American Educational Research Association, Washington, DC.; Ann Arbor Public Schools, MI.
Note: Paper presented at American Educational Research Association Convention, Minneapolis, Minnesota, March 2-6, 1970