ERIC Number: ED177267
Record Type: RIE
Publication Date: 1979-Apr-11
Desegregation/Integration: Help or Hindrance in Overcoming Black School Failure.
Beckum, Leonard C.
This paper examines the kinds of information and guidance that social scientists have contributed to school desegregation efforts and discusses some of the problems that remain to be overcome if desegregation is to be equitable. It is argued that research on desegregation has failed to address the important issues and that quantitative, panoramic studies do not take into account all of the variables involved in desegregation. It is suggested that clearly focused studies (which examine racial interaction at school sites, within classrooms, or between individual teachers and students) provide more significant data about desegregation. Such data, it is held, will help educators to develop new ways of addressing the educational needs of minority and economically disadvantaged students, particularly in such areas as discipline policy, the hiring of minority staff members, and inservice training for teachers and administrators. Bibliographies on academic performance and adjustment in desegregated schools and on general issues in school desegregation are appended to this paper. (EB)
Descriptors: Black Students, Desegregation Effects, Discipline Policy, Educational Improvement, Elementary Secondary Education, Equal Education, Failure, Inservice Teacher Education, Minority Group Teachers, Racial Relations, Research Reviews (Publications), School Desegregation, Social Science Research, Student Needs, Teacher Role
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper prepared for the Annual Meeting of the American Educational Research Association (San Francisco, California, April, 1979) and a symposium on "The Phenomenon of Black School Failure," sponsored by the Special Interest Group: Research Focus on Black Education