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Descriptors:
Affirmative Action; Racial Integration; African Americans; United States History; Racial Segregation; Civil Rights; Social Sciences; Civil Rights Legislation; Disadvantaged; Social Indicators; Democracy; Social Justice; Racial Discrimination; Social Behavior; Behavior Standards; Philosophy; Theories

Abstract:
More than forty years have passed since Congress, in response to the Civil Rights Movement, enacted sweeping antidiscrimination laws in the Civil Rights Act of 1964, the Voting Rights Act of 1965, and the Fair Housing Act of 1968. As a signal achievement of that legacy, in 2008, Americans elected their first African American president. Some would argue that we have finally arrived at a postracial America, but "The Imperative of Integration" indicates otherwise. Elizabeth Anderson demonstrates that, despite progress toward racial equality, African Americans remain disadvantaged on virtually all measures of well-being. Segregation remains a key cause of these problems, and Anderson skillfully shows why racial integration is needed to address these issues. Weaving together extensive social science findings--in economics, sociology, and psychology--with political theory, this book provides a compelling argument for reviving the ideal of racial integration to overcome injustice and inequality, and to build a better democracy. Considering the effects of segregation and integration across multiple social arenas, Anderson exposes the deficiencies of racial views on both the right and the left. She reveals the limitations of conservative explanations for black disadvantage in terms of cultural pathology within the black community and explains why color blindness is morally misguided. Multicultural celebrations of group differences are also not enough to solve our racial problems. Anderson provides a distinctive rationale for affirmative action as a tool for promoting integration, and explores how integration can be practiced beyond affirmative action. Offering an expansive model for practicing political philosophy in close collaboration with the social sciences, this book is a trenchant examination of how racial integration can lead to a more robust and responsive democracy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Diversity; Focus Groups; Cross Cultural Studies; Classroom Environment; Interaction; Aptitude Treatment Interaction; Social Psychology; College Faculty; Teacher Attitudes; Racial Integration; Racial Relations; Case Studies; Participant Characteristics; Racial Composition; Interviews; Teacher Responsibility

Abstract:
In light of Supreme Court decisions limiting diversity-related admissions processes, a growing body of research has been conducted to ascertain academic benefits that come from cross-racial interactions (CRIs) that can occur only when there is diversity in the student body. The majority of this research has focused on student CRIs that occur outside of the classroom. Few studies have focused on classroom CRIs. The current study sought to understand how faculty on a campus designated as a Hispanic-serving institution perceive CRIs in their classes. Five focus groups were conducted on a campus, which houses both a community college and a university. Four concepts emerged from these faculty conversations. Faculty spoke about the value of CRIs as well as challenges regarding CRIs in the classroom. They also spoke of their level of responsibility for fostering CRIs and explained that what is perceived as diverse depends on previous faculty experiences on other campuses in other regions of the country. These findings suggest that institutions need to consider faculty perceptions and concerns to foster a positive campus climate to support the full potential of student diversity. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Resilience (Psychology); African American Students; Racial Integration; High Achievement; Ideology; African American Family; Student Diversity; Personal Narratives; Surveys; Family Influence; Social Influences; Social Attitudes; Clubs; Racial Factors; Religion; Racial Identification; College Students

Abstract:
Robert Hill (1972) identified strengths of Black families: strong kinship bonds, strong work orientation, adaptability of family roles, high achievement orientation, and religious orientation. Some suggest these strengths sustain the physical, emotional, social, and spiritual needs of Blacks. This study used narratives and survey data from a cohort of high-achieving Black students in a highly selective honors high school and integrated every element of Hill's Black family strengths-perspective to social/structural inequality and diversity rationale ideologies. Results revealed, upon entering the racially diverse school-setting, Black students demonstrated resilience by working through initial feelings of apprehension and establishing racial and gender solidarity through social clubs. Implications for promoting racial integration, development of resiliency, and the academic success of Black students are provided. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Females; Womens Education; Womens Studies; Women Administrators; Black Studies; Essays; Feminism; Racial Integration; Racial Relations; Gender Differences; Social Class; Leadership Role; Leadership Styles; Interpersonal Competence; Literature Reviews; Cultural Pluralism; Low Income Groups; Ethnic Diversity

Abstract:
The purpose of this essay is to contextualize the existing research literature on leadership for diversity, equity, and social justice in education with "bridge leadership" as historically practiced by Black women leaders in the USA. Its primary aim is to demonstrate how the intersection of race and gender as experienced by the Black woman leader has, in many instances, resulted in her serving as a bridge for others, to others, and between others in multiple and often complicated contexts over time. Framed by a discussion of Black feminisms, this project centers the intersectionality of race and gender identities alongside context as important indicators in the development of leadership philosophies, epistemologies, and practice. It concludes with how and why bridge leadership can serve as an effective model for leading diverse school communities where race and class divides continue to stifle learning opportunities for large numbers of poor, Black, Latino, and immigrant children and youth in the USA. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
News Reporting; News Media; Presidents; Mass Media Effects; Mass Media Role; Ceremonies; United States History; Social Change; Social Integration; Racial Attitudes; Racial Integration; Racial Relations; Intellectual History; Rhetorical Criticism; Figurative Language; Civil Rights; Activism; Posttraumatic Stress Disorder; Elections

Abstract:
The mainstream press frequently characterized the election of President Barack Obama, the first African American US President, as the realization of Martin Luther King's dream, thus crafting a postracial narrative of national transcendence. I argue that this routine characterization of Obama's election functions as a site for the production of selective amnesia, a form of remembrance that routinely negates and silences those who would contest hegemonic narratives of national progress and unity. (Contains 105 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Charter Schools; Program Effectiveness; School Choice; Teaching Methods; Racial Integration; Magnet Schools; Counties; Graduation Rate; Educational Research; Public Schools; Comparative Analysis; Educational Innovation; Enrollment Trends; Student Diversity; Positive Attitudes; Student Attitudes; Student Behavior

Abstract:
Nationwide, magnet programs enroll more than twice the number of students served by charter schools, making them the most popular form of school choice. Across the U.S., over 1.5 million U.S. children attend magnet schools. In Miami-Dade County Public Schools, over 42,000 students are enrolled in magnet programs. The bulk of this report focuses on studies that have compared the academic achievement of magnet school students to that of students attending traditional public schools. A review of the research led to the following conclusion: Research examining whether magnet schools are associated with improved academic performance has produced mixed results, with some studies finding that magnet students have higher levels of achievement and other studies finding comparable performance between magnet and non-magnet students. Nevertheless, these studies indicate that students enrolled in magnet schools can benefit from their unique course offerings and innovative instructional practices while maintaining or increasing their achievement levels in core areas. The research reviewed for this Information Capsule also indicated: (1) Magnet schools tend to enroll larger proportions of Black and Hispanic students than traditional public schools. They have also been found to reduce high concentrations of poverty by attracting a more diverse population of students. However, research on magnet schools' success in promoting racial integration is mixed; (2) Students attending senior high magnet schools have higher graduation rates than students attending traditional public high schools; and (3) In most cases, students attending magnet schools are more likely to exhibit positive academic attitudes and behaviors than their peers enrolled in traditional public schools. A brief summary of the magnet programs offered in Miami-Dade County Public Schools (M-DCPS) is provided at the conclusion of this report. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Choice; Elementary Secondary Education; Educational Legislation; Federal Legislation; Magnet Schools; Public Schools; Charter Schools; Student Diversity; Poverty; Racial Integration; Equal Education; Financial Support; Federal Aid

Abstract:
This policy brief addresses several key provisions in the Elementary and Secondary Education Act that provide policy support and funding to states and localities seeking to deconcentrate poverty and reduce racial isolation in schools. These "choice" programs which include the Magnet Schools Assistance Program and the Voluntary School Choice Program, provide low-income and minority students with opportunities to go to higher-performing schools outside of their traditional school assignment boundaries. A large body of research demonstrates that students attending low-poverty and diverse schools experience more positive academic outcomes and greater opportunities in post-secondary education and career. For this reason, the National Coalition on School Diversity has also encouraged the federal government to promote deconcentration of poverty and racial diversity in the Charter Schools Program, another key "choice" program within the ESEA. As Congress approaches the reauthorization of ESEA, it should adopt the recommendations presented in this paper to ensure that the law's choice programs can continue to support high-quality and efficacious programs that reinforce the law's goals of equity and diversity. (Contains 5 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Educational Environment; Organizational Climate; Group Dynamics; School Culture; Race; Racial Integration; Disadvantaged; Comparative Analysis; Urban Schools; Sociocultural Patterns; School Policy; Dress Codes; Track System (Education); Extracurricular Activities; Language Usage

Abstract:
What are the features of the school environment that make students' of color incorporation greater at some schools than at others? Prudence L. Carter seeks to answer this basic but bedeviling question through a rich comparative analysis of the organizational and group dynamics in eight schools located within four cities in the United States and South Africa-two nations rebounding from centuries of overt practices of racial and social inequality. Stubborn Roots provides insight into how school communities can better incorporate previously disadvantaged groups and engender equity by addressing socio-cultural contexts and promoting "cultural flexibility." It also raises important and timely questions about the social, political, and philosophical purposes of multiracial schooling that have been greatly ignored by many, and cautions against narrow approaches to education that merely focus on test-scores and resources. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Race; Student Diversity; School Support; Educational Environment; Educational Practices; Teacher Attitudes; Social Justice; Parent Teacher Cooperation; School Community Relationship; Educational Indicators; Racial Composition; Racial Attitudes; Racial Bias; Racial Differences; Racial Relations; Racial Integration; Socioeconomic Influences; Socioeconomic Status; Context Effect; Inclusion; School Desegregation; Teacher Surveys; Beliefs; Questionnaires; Telephone Surveys; Enrollment Rate; Student Characteristics; Performance Factors; Low Income Groups

Abstract:
American demographics are shifting, most notably among the student population (G. Orfield, 2009). The proportion of white student enrollment has steadily decreased since the 1960s, from approximately 80% of students to 56% today (G. Orfield, 2009). In the South and the West--two of the most populous regions in the country--schools report nonwhite majorities (G. Orfield, 2009). This growing diversity brings new opportunities and challenges for educators seeking to create healthy, inclusive learning environments in the 21st century. A generation ago Congress passed legislation, known as the Emergency School Aid Act, to help train teachers and administrators to adapt school practices and build community support for newly desegregated schools (G. Orfield, 2007; 1978). Evaluations of the legislation provided evidence of its success (G. Orfield, 2007), but few subsequent comprehensive policy efforts have been focused on understanding issues that confront diverse schools. Now, as districts experience racial transition, teachers and administrators with little training for diversity must make daily choices on matters like outreach to families and communities, school discipline and addressing the academic needs of racially diverse students (Sleeter, 2007; Frankenberg & Siegel-Hawley, 2008). These varied decisions work together to structure students' schooling experience. As such, it is increasingly vital to grasp how differing levels of student diversity and stability are associated with factors that promote inclusive educational environments. This report seeks to build on individuals' contemporary understanding of these issues by exploring relationships between school racial and socioeconomic contexts and teachers' perceptions of positive school community indicators. The authors' examine the following research questions in the study: (1) How do teachers perceive the fairness of internal school structures and procedures across different school contexts?; (2) How do teachers in schools of differing student racial and socioeconomic composition and stability perceive their relationship with school communities and families?; (3) How do teachers view student interracial outcomes in different racial and socioeconomic contexts, as well as in schools with varying levels of racial stability?; and (4) Do teacher perceptions of internal and external school community indicators vary by race?; The authors find that the racial diversity and stability of schools is significantly related to the way teachers view many features associated with inclusive school environments. Schools with high percentages of underrepresented students of color and low income students are perceived by teachers of all races as less likely to have family and community support. By contrast, teachers in diverse schools with a white student majority, along with teachers in stably diverse learning environments, report more positive student relations and school-community relationships. The authors also probe whether white and nonwhite teachers view factors related to the health of their school community in different ways. Nonwhite teachers in this sample are more likely than white teachers to perceive significant issues of discrimination on several key internal dimensions, including perceptions of racially disparate discipline practices and assignments to special education tracks. Heightened sensitivity to these critical elements could potentially push schools to reexamine their practices and shift policies towards more equitable communities, underscoring the importance of increasing the share of nonwhite teachers in the school systems. Further study of the way other key education stakeholders--parents, students, and community members--interpret these external and internal school dynamics is much needed. Still, the findings from this report have important implications for federal, state and local policymakers committed to fostering healthy school-community relationships, training teachers for racially diverse classrooms and designing student assignment policies to promote stable, healthy and diverse school settings. The first section of this paper describes the scope of the literature regarding the elements of inclusive school communities. It also explores the extent to which research documents the relationship between inclusivity and student body diversity. The authors then turn to a description of their findings, discussing both internal and external factors associated with inclusive educational environments. They close with a consideration of the implications of these findings for policy and practice. A bibliography is included. Additional tables are appended. (Contains 42 tables and 14 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Gap; School Desegregation; Academic Achievement; Politics of Education; Accountability; Educational Policy; Policy Analysis; Educational Improvement; Equal Education; Teacher Certification; Misconceptions; Research Problems; Housing; Socioeconomic Influences; Racial Differences; Racial Integration; Racially Balanced Schools; Educational Finance; Poverty; Educational Research; Court Litigation; Busing; Urban Schools; Minority Group Students

Abstract:
This report misrepresents and then criticizes recommendations from the Minnesota Department of Education, a think tank and two independent study groups, each of which recently encouraged particular voluntary efforts to reduce concentrated poverty and achieve racial and socioeconomic integration in schools and housing in Minnesota. In building its case against the recommendations of these bodies, this report sets up and attacks two straw men--"busing" and "lawsuits"--neither of which was recommended by the organizations. The author relies heavily on selected research literature to make the report's arguments but ignores dozens of the most important peer-reviewed research studies that suggest strong relationships between racial, ethnic, and economic diversity and desegregation and academic gains. It also relies heavily on anecdotes about desegregation policies and funding-equalization efforts in several states. While endorsing accountability-based reforms of the sort implemented in Florida, it fails to fully explore what is actually known about the results of such policies. Investigations into the programs in Florida strongly suggest that claims of success about the state's accountability measures and teacher-accreditation practices are often unsubstantiated or exaggerated. In attacking the wrong targets, the report distracts rather than focuses the attention of policymakers seeking to close the achievement gap. (Contains 28 notes and references.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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