Abstract
During the 25 years since Brown v Board of Education (1954),1 research concerning school desegregation has evolved through three basic paradigms. Studies during the early period were primarily atheoretical, impact studies. These were followed by a variety of studies based on deficit models and psychologistic hypotheses. More recently, interest has shifted to models which describe the interpersonal processes and the social structural characteristics of the school as a social system and relate system characteristics to educational outcomes.
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Mercer, J.R., Iadicola, P., Moore, H. (1980). Building Effective Multiethnic Schools. In: Stephan, W.G., Feagin, J.R. (eds) School Desegregation. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-9155-9_12
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DOI: https://doi.org/10.1007/978-1-4615-9155-9_12
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