The Consequences of School Desegregation in a Kansas Town 50 Years after "Brown"

Autor/inn/en	Patterson, Jean A.; Niles, Rae; Carlson, Cameron; Kelley, William L.
Titel	The Consequences of School Desegregation in a Kansas Town 50 Years after "Brown"
Quelle	In: Urban Review: Issues and Ideas in Public Education, 40 (2008) 1, S.76-95 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-007-0074-6
Schlagwörter	African American Students; Municipalities; African American Community; Middle Class; School Desegregation; Educational Opportunities; Social Capital; White Students; Academic Achievement; Racial Bias; Racial Discrimination; Court Litigation; Racial Differences; Equal Education; Cultural Influences; Access to Education; Kansas + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Magistrat; Mittelschicht; Integrative Schule; Bildungsangebot; Bildungschance; Sozialkapital; Schulleistung; Racial discrimination; Rassismus; Racial bias; Rechtsstreit; Rassenunterschied; Cultural influence; Kultureinfluss; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	This article examines the legacy of segregation and desegregation in the town of Parsons, Kansas. We argue that school desegregation, the goal of which was to increase access and equalize educational opportunities for African Americans, did not have that desired affect. Fifty years after the closing of the all-Black Douglass School, Parsons' citizens had not openly acknowledged the effects this event had on the African American community. Three generations later, African American student achievement still lags behind that of White students. These unresolved issues have contributed to a number of losses in the Black community, including loss of Black teachers and loss of talented Black young people. We use theories of social capital and cultural capital as a framework to illustrate how White, middle class students had greater access to school resources, and to identify the social and cultural resources within the Black community that the school district could build upon, such as strong leadership and a sense of resolve and resiliency. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10