ERIC Number: ED182382
Record Type: RIE
Publication Date: 1979-Aug
When Schools Are Desegregated: Problems and Possibilities for Students, Educators, Parents and the Community.
Wax, Murray L., Ed.
This document is composed of five essays on various aspects of school desegregation. In "The Community Context of Five Desegregated Schools: Systems of Power and Influence," Mercer Lee Sullivan provides a comparative description of the schools studied and introduces the term "culture contact" to organize his data. In "Coping with Desegregation: Individual Strategies and Organizational Compliance," Jacqueline Scherer and Edward J. Slawski, Jr., make the distinction between desegregation as an event and desegregation as a process. "The Organization and Representation of Social Race Relations in Six Desegregated Schools," by Dorothy C. Clement and J. Michael Livesay, discusses black-white relations and the constraints which shape these relationships. George W. Noblit and Thomas W. Collins explore the economic, political, and cultural contexts of the alienation of black students in "The Social Context of Alienation: New Policy Research on Lower-Class Black Students in Desegregated Schools." In "Integrating the Desegregated School: Perspectives, Practices and Possibilities," H. Andrew Sagar and Janet Ward Schofield distinguish between desegregation and integration using the concepts of assimilation and cultural pluralism. (RLV)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC. Educational Policy and Organization Group.
Authoring Institution: N/A