NotesFAQContact Us
Search Tips
ERIC Number: ED297055
Record Type: RIE
Publication Date: 1976
Pages: 78
Abstractor: N/A
The Process of Interracial Schooling: A Literature Review and Examination of the Relationship between Conceptual Framework and Research Methodology in Literature on Interracial Education.
Collins, Thomas W.; Noblit, George W.
The goals of this selective review are to analyze and organize the literature on the process of interracial education, and to examine the relationship between the researcher's conceptual framework and the research methodology employed. The topics treated within the literature include the following: (1) law and politics; (2) community concerns; (3) school administration; (4) order and discipline; (5) curriculum and instruction; (6) faculty; (7) co-curricular activities; (8) extraschool factors; and (9) consequences for youth. Areas needing more research include the following: (1) social theory; (2) field studies that use a variety of both qualitative and quantitative methodologies; (3) qualitative classroom studies; and (4) co-curricular activities. The three research methodologies employed in the literature are the following: (1) commentary; (2) qualitative research; and (3) quantitative research. The two conceptual frameworks of criticism represented within the literature assume the following: (1) the institution of public education is faulty; or (2) problems are caused by either participant inadequacies or by technical difficulties in implementation. Either conceptual framework may be involved in commentary. Quantitative research is more usually associated with the conceptual framework that attributes problems to factors outside the control of the school. Qualitative research is more usually associated with criticism of the institution as it exists within society. A list of over 200 references is included. (FMW)
Publication Type: Information Analyses
Education Level: N/A
Audience: Researchers; Practitioners
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Memphis State Univ., TN.