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ERIC Number: ED160714
Record Type: Non-Journal
Publication Date: 1978-May
Pages: 53
Abstractor: N/A
Reference Count: N/A
Desegregation and Equity in Higher Education and Employment: Is Progress Related to the Desegregation of Elementary and Secondary Schools? Report No. 251.
McPartland, James M.
The main purpose of schools is to prepare the current generation of students to lead successful lives as adults and contribute to a worthwhile society. Thus any school policy or reform will be judged for its long-term consequences on the adult lives of its students and on the society they develop. Although the desegregation of America's public elementary and secondary schools is a policy that is established on the foundation of essential constitutional rights in this country, like any other educational change, it will also be judged by its long-term effects. Direct evidence on how school desegregation may influence students' later life achievements and behavior is difficult to find. This question not only involves all the research problems of studying immediate effects of school desegregation with nonexperimental evidence but also, by definition, requires unusual over-time data to relate students' school experiences to their later life outcomes. To provide an overview of current knowledge, this paper describes the present conditions of desegregation and equity in higher education and employment, and reviews selected studies and theories on how desegregation of elementary and secondary schools may influence progress in these areas. This overview includes tabulations of government agency surveys that give the first descriptions of desegregation in higher education and employment. (Author/GC)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Johns Hopkins Univ., Baltimore, MD. Center for Social Organization of Schools.