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Descriptors:
Standard Setting (Scoring); Criterion Referenced Tests; Benchmarking; Student Evaluation; College Bound Students; Student Placement; Racial Segregation; Politics; Social Environment; Educational History; Attitudes; Foreign Countries

Abstract:
Criterion-referenced assessments have become more common around the world, with performance standards being set to differentiate different levels of student performance. However, use of standard setting methods developed in the United States may be complicated by factors related to the political and educational contexts within another country. In this article, experience gained from conducting several standard setting studies in South Africa is shared. The legacy of the apartheid era, in which segregation and discrimination were institutionalized, affects the attitudes of South Africans toward assessment and placing students into performance levels. These issues played out as panelists were asked to make judgments related to students' likely performance in higher education. Although the instantiation of panelists' reluctance to label students may be different in South Africa compared to the United States or other countries, lessons can be learned about how the effects of these beliefs and anxieties may be addressed during standard setting activities. (Contains 1 figure, 3 tables and 2 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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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:
School Segregation; Racial Segregation; Boards of Education; Trustees; Housing; Court Litigation; Power Structure; Letters (Correspondence); Mexican Americans; Case Studies; Neighborhoods; Educational History

Abstract:
To introduce their examination of the social production of segregated space and power relations in Oxnard, California from 1934 to 1954, the authors utilize portions of a letter written by Alice Shaffer, April 21, 1938, to the Oxnard School Board of Trustees. Shaffer outlines the seemingly shared concerns of her neighbors about a disruption of the separate social and academic worlds established for Whites and Mexicans. As she urges the board to endorse residential and school segregation, she demonstrates the inextricable link between these two pervasive and persistent forms of racial discrimination. The authors analyze this interconnection between housing and education in Oxnard from 1934, when the trustees' minutes first mention school segregation, through 1954, after the second U.S. Supreme Court ruling challenging racially restrictive housing covenants and the landmark decision declaring segregated schools unconstitutional. Their analysis demonstrates that the trustees designed segregated schools to correspond with the very same racially identifiable residential spaces they themselves helped create. With this historical case study, the authors seek to document the ways housing and school segregation became interconnected "by design." (Contains 118 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:
Racial Segregation; Developing Nations; Foreign Countries; Disadvantaged Environment; Social Indicators; Rural Areas; Census Figures; Geographic Regions; Comparative Analysis; Case Studies

Abstract:
This paper presents a spatial analysis of multiple deprivation in South Africa and demonstrates that the most deprived areas in the country are located in the rural former homeland areas. The analysis is undertaken using the datazone level South African Index of Multiple Deprivation which was constructed from the 2001 Census. Datazones are a new statistical geography designed especially for this Index using techniques developed in the United Kingdom. They are smaller in population size than wards, enabling fine-grained spatial analysis of deprivation across the whole of South Africa. The spatial scale used is the smallest to be used in a developing country to date. Levels of deprivation are compared between former homeland areas as a whole, the rest of South Africa and a case-study township, as well as between each former homeland. Individual dimensions of deprivation and an overall composite measure are presented. Municipality-level analysis shows that this spatial pattern of multiple deprivation continued to persist in 2007, demonstrating the ongoing spatial legacy of apartheid. 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 Desegregation; School Segregation; Racial Segregation; Magnet Schools; Counties; Educational History; Busing; Hispanic American Students; African American Students; White Students; Public Schools; Enrollment; Low Income Groups; Racial Composition; Urban Schools; State Legislation; Federal Legislation; Equal Education

Abstract:
Maryland, as one of 17 states that had de jure segregation, has an intense history of school segregation. Following the 1954 Brown decision, school districts across the state employed various methods to desegregate their schools, including mandatory busing in Prince George's County, magnet schools in Montgomery County, and a freedom of choice plan in Baltimore. Although the districts made some progress in desegregating their schools, after plans that had the explicit goal of decreasing segregation ended, many of the schools in Maryland again reached high levels of segregation. This report investigates trends in school segregation in Maryland over the last two decades by examining concentration, exposure, and evenness measures by both race and class. After exploring the overall enrollment patterns and segregation trends at the state level, this report turns to the Baltimore-Washington CMSA to analyze similar measures of segregation. Given the trends presented in this report, it is likely that segregation will continue to intensify if nothing is done to address it. Having already reached high levels of segregation for the state's students of color, it is necessary that Maryland now take steps to reverse these trends by being proactive in addressing the segregated nature of its public schools. Appended are: (1) Additional Data Tables; and (2) Data Sources and Methodology. (Contains 32 tables, 20 figures and 83 footnotes.) [Foreword by Gary Orfield. This paper was written with Greg Flaxman, John Kucsera, and Genevieve Siegel-Hawley.] 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 Segregation; Racial Segregation; State Government; School Desegregation; Metropolitan Areas; Race; Pattern Recognition; School Districts; Educational Trends; Sustainability; Student Diversity; Racial Differences

Abstract:
Virginia has a long and complicated history with school desegregation efforts. It is a state that can lay claim both to advancing the goals of "Brown v. Board of Education" and to impeding them. Over the years, this history has helped shape contemporary patterns of school segregation across Virginia and in her major metropolitan areas. This report examines school segregation trends in the state between 1989 and 2010. Drawing on federal data from the National Center for Education Statistics, it explores patterns at the state, metropolitan and school district level. More than fifty years after "Brown v. Board of Education," significant and rising shares of the Virginia's black students enroll in segregated schools that are intensely isolated by race and poverty. Broadly, findings also indicate that enrollments in the state, its major metros and districts have become rapidly more diverse, particularly in the past decade. Rising levels of racial diversity bring many opportunities for integration, but a key challenge will be to ensure that metros and districts that become diverse remain diverse--and do not resegregate. Even as levels of segregation between school districts in some of Virginia's major metros decline, swift racial transition is occurring within districts. Appended are: (1) State, Metropolitan and District Tables; and (2) Data and Methodology. (Contains 51 tables, 44 figures and 66 footnotes.) [This paper was written with Jennifer Ayscue, John Kuscera, and Gary Orfield.] 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:
Inclusion; Learning Disabilities; Foreign Countries; Disadvantaged Youth; At Risk Students; Educational History; African Culture; Student Diversity; Educational Practices; Racial Segregation; Equal Education; Youth Programs; Access to Education; Program Effectiveness

Abstract:
As part of a global movement, South Africa is embracing political and academic change designed to enhance the lives of all students. Small, gradual courses of actions serve to level the educational playing field for students with and without disabilities. Kliptown Youth Project by design serves as evidence of a small, but persistent transforming agent in the inclusive education of students with disabilities. Investigations into these practices serve as a catalyst for educators who support students with disabilities. This article highlights the complexity of educating disadvantaged student populations in South Africa. The strategies incorporated in the project may be generalized across all global educational settings to support diverse learners. By using these strategies, students with learning disabilities are better equipped to navigate through school and beyond. (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:
Academic Achievement; Preservice Teacher Education; Racial Segregation; Curriculum Development; Foreign Countries; Educational Change; Comparative Analysis; Teacher Role; Correlation; African Culture; History; Teacher Attitudes

Abstract:
In Sub-Saharan Africa, the academic aims of curriculum reforms and the teaching roles related to them are similar, but non-teaching roles are likely to vary across countries. Taking an organization studies perspective, this article compares teachers' roles in reform along the Botswana-South Africa border. Though these teachers share language and culture, they have divergent socio-political histories. The study draws on multiple data sources from schools during the 2009 school year. Teachers on both sides of the border face tensions over the time they spend teaching and engaged in non-teaching activities, like administrative meetings. But differences emerged, given the teachers' distinctively different histories. Under apartheid, the South African teachers experienced fragmented organizational structures; they now have roles in multiple organizations, and reported more expansive and time-consuming non-teaching roles, including union participation. These roles were associated with lower curriculum coverage than was expected, with potentially negative implications for student achievement. To achieve curriculum reform aims, policymakers must carefully consider balancing teachers' teaching and non-teaching roles. 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:
African American Students; American Indians; Asian American Students; Graduate Students; Focus Groups; Aggression; Racial Bias; Dormitories; Minority Group Students; Hispanic American Students; Undergraduate Students; Humor; Verbal Communication; Racial Segregation; Written Language

Abstract:
Students of color often perceive the campus climate more negatively than do their White counterparts. Our study begins to uncover what students of color experience in residence halls. Using focus group data from a larger study exploring racial microaggressions at a predominantly White institution (PWI), we identified over 70 racial microaggressions experienced by African American, Asian American, Latino, and Native American undergraduate and graduate students. Through the use of the racial microaggression taxonomy developed by Sue et al. (2007), four racial microaggression themes were identified: (a) racial jokes and verbal comments, (b) racial slurs written in shared spaces, (c) segregated spaces and unequal treatment, and (d) denial and minimization of racism. Findings contribute to the literature by detailing the types of racial microaggressions that students of color experienced when living in residence halls at PWIs. Implications for diversity in higher education and recommendations for university administrators are discussed. (Contains 1 footnote.) 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:
Educational Technology; Measures (Individuals); Racial Segregation; Foreign Countries; Likert Scales; Information Technology; Barriers; Teacher Attitudes; Technology Integration; Questionnaires; Qualitative Research; Intervention; Heuristics; Elementary School Teachers; Secondary School Teachers

Abstract:
This case study, involving 30 participating teachers from six previously disadvantaged South African schools, provides data on teacher perceptions of the challenges related to implementing Information and Communication Technology (ICT). The schools had minimal resources as a residual result of the South African apartheid policy prior to 1994 and are located in areas that lack basic infrastructure. Twenty computers were provided to each of the schools by a donor solicited to support an ICT training intervention conducted by academics at the Nelson Mandela Metropolitan University (NMMU) in South Africa. A quantitative Likert scale questionnaire, qualitative interviews and a qualitative open-ended questionnaire were used to gather data. These data suggest that, despite the fact of the schools were provided with computers and teacher training, several first and second order barriers still exist. Examples of these barriers are insufficient ICT resources for the large classes that have to be taught, lack of project leadership within the schools, and a need for ongoing training and support. These barriers appear to have not allowed the teachers and schools to go beyond an initial integration phase. The data generated, the literature consulted, as well as the involvement of the authors in the ICT implementation and training process over a period of two years, underpin the suggestions made for consideration when attempting to implement ICT focused interventions, particularly in schools with limited infrastructure and support. An implementation heuristic is proposed for consideration by those involved with ICT implementation in comparable situations. (Contains 4 tables and 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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