ERIC Number: ED236279
Record Type: Non-Journal
Publication Date: 1983-Apr
Reference Count: N/A
Advancing the Art of Inquiry in School Desegregation Research.
System Development Corp., Santa Monica, CA.
This volume represents the results of an effort to reconsider school desegregation research from a "situational" perspective--one that recognizes macro and micro processes, objective and subjective forces, and proximal and distal influences. Part I is an introduction, "The Desegregation Situation," written by Jeffrey Prager, Douglas Longshore, and Melvin Seeman. Part II, "School Desegregation in Context," contains articles written by Gerald Suttles and John Ogbu. These place the study of school desegregation in the larger context of American racial and ethnic stratification, and criticize "micro" studies which fail to appreciate how "macro forces" become operationalized in the school setting. The articles in Part III, "New Theoretical Directions," represent the search for new theory in desegregation research and, in contrast to Part II, point to the limitations of solely macroscopic explanations of desegregation. Authors in this section include Mark Granovetter, Hubert Blalock, and Walter Mischel. The main focus of the four essays in Part IV, "A Reconsideration of Methods," is an evaluation of the major methodological approaches to desegregation research: attitude research, small group research, demographic and ecological analysis, and quasi-experimentation. Morris Rosenberg, Bennetta Jules-Rosette and High Mechan, Harold Rose, and Thomas Cook assess these approaches with respect to their ability to measure the importance that situational features hold for desegregation outcomes. Finally, in Part V, articles by Herbert Hyman and J. Milton Yinger consider new directions in, and the implications of, situational analysis for future research on school desegregation. (GC)
Publication Type: Collected Works - General; Information Analyses
Education Level: N/A
Audience: Policymakers; Researchers
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: System Development Corp., Santa Monica, CA.