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ERIC Number: ED249313
Record Type: RIE
Publication Date: 1984-Sep
Pages: 7
Abstractor: N/A
Reference Count: 0
Some Assumptions about School Desegregation and the Education of Black Americans.
Scott, Hugh J.
Considerable disagreement remains between white and black Americans as to what are permissible and effective policies for the desegregation of public education. Research findings exist to support almost every point of view, and desegregation strategies tend to reflect the social beliefs and educational assumptions of those in power. Efforts made so far have produced neither genuine racial desegregation nor the extension of equal educational opportunity to the majority of black students. In other words, the social and educational benefits to be gained by white and black students from equitable desegregation have not yet been realized. Racial balance remedies, for instance, clearly have not succeeded in creating desegregated schools; they have, instead, engendered white flight, which in turn has led to predominantly black urban school systems. As a result, the preeminent challenge confronting school desegregation today is that of making black schools more effective rather than less non-white. Blacks would prefer not to be redesegregated, especially if it means more disruptions and dislocations with little or no attention to improving the educational lot of black children. Future policy should proclaim that school desegregation strategies must respect cultural identity, provide for equitable implementation, and address educational inequalities. (KH)
Publication Type: Reports - General; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Statement presented to participants at the Brown Plus Thirty Conference, Metropolitan Center for Education Research, Development and Training, New York University (New York, NY, September 12-14, 1984).