DOCUMENT RESUME RD 135 890 UD 016,724 TIME The Lesegregation Literature: A Critical Appraisal. INSTITUTION National Inst. of Education (DBEW), Rashington, D.C. Educational Equity Group. Desegregation Studies Div. PUB DATE Jul 76 NOTE 164p. EDRS PRICE rIF-$0.83 BC-$8.69 Plus Postage. DESCRIPTORS Annotated Bibliographies; Curriculum Problems; Discipline Problems; Integration Litigation; Integration Methods; *Integration Studies; legal Problems; *Literature Reviews; *Negro Education; *Racial Integration; School Administration; *School Integration; Social Integration ABSTRACT This volume contains three analytic literature reviews of desegregation literature.' The'first review examines trends ln the literature of school desegregation and educational inequality from 1960-1975. The second review provides an assessment of conceptual frameworks and methodological orientations concerning interracial schooling. One purpose of this review, is to examine t10- possible association between research methodology and conceptual frameworks. The third review provides an annotated bibliography dealing with research On desegregation in school and classroom settings. It focuses on a field methods approach for studying the patterns and dynamics of socialization in desegregated settings. (Author/AM) *********************************************************************** Documents acquired by ERIC include many informal unpublished * * materials not available from other sources. ERIC makes everyeffort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS).. EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. *********************************************************************** THE DESEGREGATION LITERATURE: A Critical Appraisal July 1976 U.S, DEPARTMENT OF HEALTH. EDUCATION & WELFARE NATIONAL. INSTITUTE OF EDUCATION _ THIS DOCVMENT HAS BEEN REPRO. DoCED EXACTLY AS RE:Ewer) FROM THE PEILSON OR ORGANIZATION ORIGIN- ATING I T POINTS OF VIEW OR OPINIONS STATED 00 NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EONCATION POSITION OR POLICY U.S. Department of Health, Education, and Welfare David::Mathews, Secretary National Institute of Education Harold L. Hodgkinson, Director Educational Equity Group Harold Delaney, Associate Director Desegregation Studies Staff Ray C. Rist, Chief 30 TABLE OF CONTENTS PREFACE PAGE TABLE OF CONTENTS CHAPTER I. School Desegregation and Educational Inequality:Trends in The Literature, 1960-1975 1 Dorothy C. Clement Margaret Eisenhaa John W. Wood I. Introduction 1 II.Framewolts: General Perspectives on School Desegregation 3 III.Litigation, Legislation, and Enforcement 10 IV.Extent and Causes of Educational Inequality 23 V.Remedial Efforts and Counter Forces in Implementation 31 VI.Research on Outcomes of Desegregation 46 VII.References 57 CHAPTER IL The Process of Interracial Schooling: An Assessment of Conceptual Frameworks and Methodological Orientations 79 Thomas W. Collins George W. Nob lit Introduction 79 Organization of the Literature Review 79 Law and Politics 80 Community :.:oncerns 82 School Administration 83 Order and Discipline 86 Curriculum and Instruction Faculty 90 Extraschool Factors 92 Consequences for Students , 95 References 100 3 CHAPTER 111. Research on Desegregation in School and Classroom Settings Rodney RUM Francis A. J. lanni Margaret Orr Elizabeth Reuss-lanni Audrey Savwoir Andrea Sparks Preface 111 The Socio-Legal History of Desegregation in America 112 The Effects of Desegregation in the Classroom 117 Acculturation, Ethnicity, and Desegregation 143 The Labeling Perspective and Desegregation 151 Implications for Classroom Observation 156 Synthesis and Conclusions References PREFACE It is only a statement of the obvious to note sonal relations, tolerance, educational aspira- that yet twenty-three years after the Supreme tions, and aptitude. There have also been a Court Decisionof Brown v. Board of Education, multitude of studies on school administration, the United States continues to grapple with the school climate, school-community relations, issue of school desegregation. While tremen- school curriculum, and school facultiesin dous strides have been made in the desegrega- desegregated settings. tion of public education, there have also been The Na,ional Instituteof Educationis more than isolated instances of resistance to pleased to present in this vol'une three efforts this effort at social change. The constitutional by distinguishedrt .earchers to gather,in- mandate is clear; the legal precedents have terpret, and summarize major portions of the been firmly established. The question is no desegregation literature. Moving beyond sim- longer one of whether to integrate schools, but ple bibliographies, annotated or not, these rather how to do so. three papers provide significant contributions Amidst this more than two decades of through their systematic and coherent sum- school desegregation debate, behavioral and maries of a literature that is threatening to social science evidence and the scientists them- become an avalance of reports, articles, books, selves have been actively involved. From even papers, conference proceedings, and before the time of the Supreme Court citation maauscripts in draft form. We trust that others of social science evidence in theBrowndeci- willfindthesecritical assessments of the sion, there has continued to the present a literature as beneficial and stimulating as have vigorous effort to assess, analyze, interpret, we here at the Institute. and describe the processes and outcomes of school desegregation. These data have pro2 Ray C. Rist, vided information on such diverse factors as Head, Desegregation Studies Staff self esteem, academic achievement, interper- Educational Equity Group SCHOOL DESEGREGATION AND EDUCATIONAL INEQUALITY: TRENDS IN THE LITERATURE, 1960-1975 Dorothy C. Clement of de jure has been greatly expanded. Battles Margaret Eisenhart over token desegregation .have been replaced John R. Wood by struggle over metropolitan desegregation. And, equality of educational opportunity has University of undergone a number of reconceptualizations. North Carolina To use the metaphor of a contest, the contest Chapel .H ill, which desegregation constitutes is one in which North Carolina the rules change, the goals change, and even to some extent the composition of the "sides" change over time. In'order to follow the con- 1. INTRODUCTION temporary events and anticipate future events, it is helprul to know whe the participants are, 1. 1. Objectives what resources they use, the perceptions which Desegregation of schools inthe United those using the resources have, and the history States has been referred to as a "peacetime behind -the events. School desegregation is the social revolution". At theleast, school product of many different participants: the desegregation is part of a social movement, a federal and state courts, legislatures, and ex- trend-in--social-and-cultural-change-which has ecutives; local school and federal administra- organized proponents and opponentsthe tors; strong citizens groups; the public; and former seeking to modify the status quo while social scientists. The courts have made deci- the latter try to reinforce and strengthen it. sions which educational decision-makers nor- School desegregation is part of a movement the mally make; the federal government has taken aim of which, conceptualized most generally, is a much greater role in educational programs removal of caste-like aspects of American than ever before; and social science has been society. given a role, albeit a disputed one, in court The process of school desegregation has and decisions. We assume that to separate out the is taking place in an evolving context forged at legal, political, educational, and cultural each stage from the interaction of parties hav- strands of school desegregation is impossible at ing differing visions, desires, and interests. The this juncture. For that reason it seem evi ence ot isevo ution is capturein the meaningful in conceptualizing this review to literature on school desegregation which fixes think of the literature as representing the coun- concepts,tactics, and approaches intheir try's growing pool of knowledge and beliefs respective time frames. In the fifteen years that about school desegregation. We have tried to this review c S. ge_the,articles and books in terms of their cant alteratiOns in perspectives on desegrega- informational content relative to the develop- tion and their resulting conceptual manifesta ment of the desegregation movement rather tions. The de facto-de jure distinctirn, for ex- than judging their content relative to some set ample, utilized heavily in the 1960's to calm of disciplinary standards such as soundness of urban fears has undergone a shift: he domain research. 6 2 We have attempted to place the develop- on hand at the University of North Carolina, ;. ments in a larger context. Research reports, for Chapel Hi:I campus library. The fifth example, may stress or not stress findings de- reference source was a series of bibliographies pending, one might guess, on factors affecting on school desegregation. These included Wein- the researcher. Similarly, one finds that some berg's (1970) compendium