School Desegregation: Outcomes for Children. Findings in Search of a Theory.

Autor/in	St. John, Nancy H.
Sonst. Personen	Gordon, Edmund W. (Hrsg.)
Institution	Columbia Univ., New York, NY. Inst. for Urban and Minority Education.
Titel	School Desegregation: Outcomes for Children. Findings in Search of a Theory.
Quelle	13 (1978) 2, (17 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Black Students; Desegregation Effects; Elementary Secondary Education; Minority Groups; Racial Factors; School Desegregation; Student Attitudes; Student Characteristics; Success; White Students + Suchen Sie Ihr Suchwort? Ethnische Minderheit; Integrative Schule; Schülerverhalten; Erfolg
Abstract	This article examines nine dimensions to the meaning of school desegregation for black children and analyzes one attitudinal outcome related to each dimension. The dimensions (listed first) and corresponding outcomes are as follows: (1) symbolic message and sense of control; (2) borrowed stigma aura and self esteem; (3) relative deprivation and morale; (4) roles and expectations of others and motivation; (5) peers as reference group and school related norms; (6) cross racial contact and cross racial attitudes; (7) minority group position and anxiety; (8) cultural marginality and group identity; and (9) comparative reference group and academic self confidence. The meaning of school desegregation for white children is also considered. Educational conditions under which desegregation is likely to have the most beneficial and least harmful outcomes for children are suggested for each dimension. The potential impact of individual differences, such as age, sex, mental health, achievement level and family socioeconomic status on successful biracial schooling is discussed. (Author/AM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01