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The Contribution of School Desegregation to Academic Achievement and Racial Integration

  • Chapter
Eliminating Racism

Part of the book series: Perspectives in Social Psychology ((PSPS))

Abstract

It seems reasonable to assert that, in the last 30 years, no social policy has been as divisive as school desegregation. And few would argue that the numbers of minority and white leaders actively pursuing the goal of desegregation has declined from a decade or more ago. But the issue will not go away, and advocacy persists for at least two general reasons. First, on balance, and even though both massive and passive resistance have been more common than genuine efforts to make it work, school desegregation has benefited most of those who have experienced it. Second, the problems that school desegregation was meant to address are still with us in many communities, and social policies likely to be more effective in remediating them are not in evidence.

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Author information

Authors and Affiliations

  1. Office of the Dean of Education, Peabody College, Vanderbilt University, Nashville, Tennessee, 37203, USA

    Willis D. Hawley

  2. School of Education, University of Illinois, Chicago, Illinois, 60680, USA

    Mark A. Smylie

Authors
  1. Willis D. Hawley
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  2. Mark A. Smylie
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Editor information

Editors and Affiliations

  1. Institute for Research on Social Problems, Boulder, Colorado, USA

    Phyllis A. Katz

  2. Wayne State University, Detroit, Michigan, USA

    Dalmas A. Taylor

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Hawley, W.D., Smylie, M.A. (1988). The Contribution of School Desegregation to Academic Achievement and Racial Integration. In: Katz, P.A., Taylor, D.A. (eds) Eliminating Racism. Perspectives in Social Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-0818-6_14

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  • DOI: https://doi.org/10.1007/978-1-4899-0818-6_14

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4899-0820-9

  • Online ISBN: 978-1-4899-0818-6

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