ERIC Number: ED297061
Record Type: RIE
Publication Date: 1976-May-31
School Desegregation and Educational Inequality: Trends in the Literature 1960-1975.
Clement, Dorothy C.; And Others
The process of school desegregation has been taking place in an evolving context forged at each stage from the interaction of parties having different visions, desires, and interests. From a review of the literature on school desegregation from 1960 to 1975, it is possible to trace significant alterations in perspectives on desegregation and their resulting conceptual manifestations. The de facto-de jure distinction, for example, utilized heavily in the 1960s to calm urban fears, has undergone a shift: the domain of de jure has been greatly expanded. Battles over token desegregation have been replaced by struggles over metropolitan desegregation, and equality of educational opportunity has undergone a number of reconceptualizations. This report is divided into the following sections: (1) Introduction; (2) Frameworks: General Perspectives on School Desegregation; (3) Litigation, Legislation, and Enforcement; (4) Extent and Causes of Educational Inequality; (5) Remedial Efforts and Counter Forces in Implementation; and (6) Research on Outcomes of Desegregation. A list of over 350 references is included; following each reference is a number indicating the sub-section(s) in which the reference is discussed. (BJV)
Descriptors: Classroom Desegregation, De Facto Segregation, De Jure Segregation, Desegregation Effects, Desegregation Litigation, Desegregation Methods, Educational Opportunities, Elementary Secondary Education, Equal Education, Faculty Integration, Literature Reviews, School Desegregation, Urban Education, Urban Problems
Publication Type: Information Analyses
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: North Carolina Univ., Chapel Hill.