Advertisement

Improving Education in Desegregated Schools

  • Meyer Weinberg

Abstract

During the mid-1960s, at the height of the civil rights movement, organized minority parents began demanding that their schools publish reading and mathematics test scores. Their purpose was to call attention to the almost certain achievement discrepancy between white and minority schools. By desegregating the schools, they hoped, achievement differences would be bridged or at least minimized. There thus existed a perceived link between desegregation and achievement. Public opinion polls during the 1970s found repeatedly that a belief that minority academic achievement would rise with desegregation was the principal reason for black support of desegregation. This view prevailed during struggles to initiate desegregation as well as to maintain it.

Keywords

Academic Achievement Black Student White Student Unpublished Doctoral Dissertation Physical Attractiveness 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Adams, G R. (1978). Racial membership and physical attractiveness effe.-ts on preschool teachers’ expectations. Child Study Journal, 8, 29–41.Google Scholar
  2. Armor, D. J. (1972). The evidence on busing. The Public Interest, 28, 90–126.Google Scholar
  3. Birdin, V. E. (1978). A study of selected apprehensions of teachers working in schools predominantly of the opposite race. Unpublished doctoral dissertation, Virginia Polytechnic and State University, Blacksburg, VA.Google Scholar
  4. Bradley, L., & Bradley, G. (1977). The academic achievement of black students in desegregated schools. Review of Educational Research,47, 399–449.Google Scholar
  5. Carter, R. B. (1976). A study of attitudes: Mexican-American and Anglo-American elementary teachers’ judgment of Mexican-American bilingual children’s speech. Unpublished doctoral dissertation, University of Houston, Houston, TX.Google Scholar
  6. Cohen, E. G. (1975). The effects of desegregation on race relations. Law and Contemporary Problems,39:271–299.CrossRefGoogle Scholar
  7. Crain, R. L., & Mahard, R. E. (1978). Desegregation and black achievement: A review of the research. Law and Contemporary Problems,42, 17–56.CrossRefGoogle Scholar
  8. Daniels, L. H. (1974). Changes in opinions of professional staff in schools experiencing rapid integration. Unpublished doctoral dissertation, University of Florida, Gainesville, FL.Google Scholar
  9. Espinosa, R. W. (1975). The impact of evaluation processes upon student effort in ethnic groups which vary in academic preparation. Unpublished doctoral dissertation, Stanford University, Stanford, CA.Google Scholar
  10. Hagerty, G. J., II. (1978). Desegregation in a midwest city: A qualitative study of an urban,comprehensive high school and its interaction with community agencies. Unpublished doctoral dissertation, Harvard University, Cambridge, MA.Google Scholar
  11. Hillman, S. B., & Davenport, C. G. (1978). Teacher-student interactions in desegregated schools. Journal of Educational Psychology, 70, 545–553.CrossRefGoogle Scholar
  12. Keppel, F. (1964). Thank God for the civil rights movement. Integrated Education, 2, 9–12.Google Scholar
  13. Krol, R. (1978). A meta analysis of comparative research on the effects of desegregation on academic achievement. Doctoral dissertation, Western Michigan University (University Microfilms No. 79–07962).Google Scholar
  14. Laosa, L. M. (1979). Inequality in the classroom: Observational research on teacher-student interactions. Aztlan, 8, 51–67.Google Scholar
  15. Linney, J. A. (1978). A multivariate, multilevel analysis of a midwestern city’s court ordered desegregation. Unpublished doctoral dissertation, University of Illinois.Google Scholar
  16. Linsenmeier, J. A. W., & Wortman, P. M. (1978). The Riverside school study of desegregation: A re-examination. Research Review of Equal Education, 2, 1–40.Google Scholar
  17. Majoribanks, K. (1979). Intelligence, social environment, and academic achievement: A regression surface analysis. Journal of Experimental Education, 47, 346–351.Google Scholar
  18. Maldonado, L. A., & Byrne, D. R. (1978). The social ecology of Chicanos in Utah. Iowa City: Iowa Urban Community Research Center.Google Scholar
  19. Marwit, K. L., Marwit, S., & Walker, E. (1978). Effects of student race and physical attractiveness on teachers’ judgments of transgressions. Journal of Educational Psychology, 70,(6), 911–915.CrossRefGoogle Scholar
  20. Mathis, D. W. (1975). Difference in teacher interaction with Afro-American and Anglo-American students in the same classroom. Unpublished doctoral dissertation, University of Michigan, Ann Arbor, MI.Google Scholar
  21. Peretti, P. O. (1976). Effects of teachers’ attitudes on discipline problems in schools recently desegregated. Education, 97, 136–140.Google Scholar
  22. Piché, G. L., Ruben, D., Turner, L. J., & Michlin, M. L. (1977). Teachers’ subjective evaluations of standard and black non-standard English compositions: A study of written language and attitudes. Research in the Teaching of English, 44, 60–72.Google Scholar
  23. Pietras, T., & Lamb, R. (1978). Attitudes of selected elementary teachers toward non-standard black dialects. Journal of Educational Research, 71,292–297.Google Scholar
  24. Riley, J. B. (1975). Political socialization in the elementary school: The role of the Afro-American teacher. Unpublished doctoral dissertation, University of Illinois.Google Scholar
  25. Rodgers, H. R., Jr., & Bullock, C. S. III. (1976). The impact of school desegregation. Integrateducation, 14, 33–34.Google Scholar
  26. St. John, N. H. (1975). School desegregation: Outcomes for children. New York: Wiley.Google Scholar
  27. Sayavedra, L. (1976). Teacher differential expectations and interactions with Mexican-American and Anglo-American secondary physical science students. Unpublished doctoral dissertation, University of Texas.Google Scholar
  28. Scout, T. M. (1976). School desegregation to integration through changes in social structure. Unpublished doctoral dissertation, University of California, Riverside, CA.Google Scholar
  29. Stern, C., & Keislar, E. (1977). Teacher attitudes and attitude change: A research review. Journal of Research and Development in Education, 10, 63–76.Google Scholar
  30. Stewart, J. E. (1977). Second generation discrimination: Unequal educational opportunity in desegregated Southern schools. Unpublished doctoral dissertation, University of Houston, Houston, TX.Google Scholar
  31. Washington, V. (1978). Desegregation attitudes, perceptions, and classroom behavior of black and white teachers of second grade: Group profiles and interrelationships in integrated settings. Unpublished doctoral dissertation, Indiana University.Google Scholar
  32. Weinberg, M. (1977). Minority students: A research appraisal. Washington, DC: U.S. Government Printing Office.Google Scholar
  33. Wilson, V. I. (1978). The relationship between racial composition of desegregated high schools and membership in co-curricular programs in Baltimore City. Unpublished doctoral dissertation, Temple University, Philadelphia, PA.Google Scholar

Copyright information

© Plenum Press, New York 1985

Authors and Affiliations

  • Meyer Weinberg
    • 1
  1. 1.Horace Mann Bond Center for Equal EducationUniversity of MassachusettsAmherstUSA

Personalised recommendations