ERIC Number: ED212720
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Assessment of Current Knowledge about the Effectiveness of School Desegregation Strategies. Volume II: An Agenda for Further Research on Desegregation Strategies.
Crain, Robert L.; Hawley, Willis D.
This paper agrees that there are inadequacies in school desegregation research and suggests strategies for improving its quality and availability as well as improving current educational policies. It is suggested that the interaction of power and resources determines the post-desegregation changes in school policies. The effects of desegregation on various levels of achievement among white and minority students, and on teacher attitudes toward minorities are also discussed. In the area of racial relations, questions concerning the nature of contact among students, the effects of ability grouping and multicultural programs, and the race and sex of students and teachers are identified as the most important issues upon which further research is needed. Also examined are the assets and weaknesses of sociometric measures, attitude scales, and self-reports of behavior in measures of racial contact, racial tension, and racial attitudes. Other topics addressed include research on school discipline, desegregation and Hispanics, the problem of research costs and the utility of secondary analysis, and research on the role of principal and key variables in the study of desegregation processes and outcomes. A bibliography is appended. (JCD)
Descriptors: Academic Achievement, Desegregation Effects, Desegregation Methods, Discipline, Educational Policy, Elementary Secondary Education, Hispanic Americans, Principals, Racial Attitudes, Racial Relations, Research Reports, Student Attitudes, Student Placement, Student School Relationship, Teacher Attitudes, Transfer Policy
Publication Type: Reports - Evaluative; Opinion Papers
Education Level: N/A
Sponsor: Office for Civil Rights (ED), Washington, DC.; National Inst. of Education (ED), Washington, DC.
Authoring Institution: Vanderbilt Univ., Nashville, TN. Center for Education and Human Development Policy.
Note: For other volumes of this Assessment Project see UD 021 862 and UD 022 074-080.