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Descriptors:
Language Planning; International Schools; Bilingual Education; War; Monolingualism; Foreign Countries; Educational Policy; Chinese; Educational Development; Educational Change; English (Second Language); Indonesian; Language of Instruction; Language Variation; Educational Finance; Nationalism; Educational History; School Segregation

Abstract:
The two decades from 1950 to 1970 were a crucial period of educational reorganization in Malaysia that stemmed from the decolonization after the Second World War. This educational reorganization sought to address the perennial issue of nation building via educational language policy. The development of Chinese education was under severe threat as the British colonial government opted for a national school system that used English and Malay as the media of instruction in place of the segregated vernacular school system that had existed during the colonial period. Much to the relief of the Chinese, the national school system failed to materialize due to the lack of financial resources to reorganize the entire educational system. But the Chinese were unable to maintain the Chinese school system within the ambit of the national educational system advocated by the postcolonial Alliance government. The Alliance government had only allowed the Chinese to undergo Chinese education at the primary level. At the secondary level, it opted for a monolingual system of education based on Malay as the main medium of instruction in order to foster national integration through a common language. The Chinese had to switch to this medium of instruction if they wanted to remain in mainstream education. Such a system of transitional bilingual education was aimed at incorporating the Chinese into the nation building process. 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:
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:
Charter Schools; School Choice; Racial Bias; Educational Vouchers; Public Education; Equal Education; Private Schools; School Segregation; Urban Education

Abstract:
Wisconsin--and, in particular, urban Milwaukee--has been at the forefront of a half-century of public education experiments, from desegregation and "school choice" to vouchers and charter schools. "Lessons from the Heartland: A Turbulent Half-Century of Public Education in an Iconic American City" by Barbara J. Miner, former managing editor of "Rethinking Schools," is both a narrative portrait of the struggles for equitable education in Milwaukee, and an exploration of the larger issues of race and class. This excerpt is an adaption of chapters 17 and 25 (The New Press, 2013). 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 Opportunities; School Choice; Educational Research; Academic Achievement; Immigrants; Foreign Countries; Cultural Pluralism; Educational Improvement; Educational Strategies; School Segregation; Social Integration

Abstract:
The arrival over the last 15 years of a substantial number of pupils of immigrant origin has presented Catalan schools with significant challenges. The schools in Vic (70 km north of Barcelona) have been at the forefront of attempts to adjust to this new multicultural reality. This article describes the results of three studies carried out by the Educational Research Group of the University of Vic (GREUV) at critical points in this process. The studies focused on the effects of local decisions taken to balance the social composition of schools, the attempts by some schools to adopt an integrated approach that involves other agencies in order to improve pupils' learning opportunities, and the effectiveness of different strategies for the reception of newly arrived pupils and their families. The article concludes with some elements of analysis and reflection that might contribute to improving the educational opportunities offered by schools with newly diverse pupil populations. (Contains 16 notes, 2 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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Descriptors:
Immigrants; School Segregation; Teacher Student Relationship; Urban Areas; Self Esteem; Student Surveys; Racial Composition; Ethnic Diversity; Student Diversity; Sensitivity Training; Social Psychology; Social Attitudes; Student Attitudes; Foreign Countries; Indigenous Populations; Predictor Variables; Attitude Measures; Role Perception; Schematic Studies

Abstract:
The authors examine whether school segregation is related to pupils' global self-esteem and whether this association is mediated by teacher-pupil relationships. Multilevel analyses based on a survey of 2,845 pupils (aged 10 to 12) in 68 primary schools in Belgian urban areas reveal that, for native-Belgian pupils, a higher proportion of immigrants at school is associated with increasing self-esteem. Initially no such association was found for immigrant pupils, as the effect of schools' ethnic composition on their self-esteem was suppressed by teacher-pupil relationships. For both groups, experiences of supportive relationships with teachers were largely associated with self-esteem. (Contains 5 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:
School Segregation; Public Schools; Secondary Schools; School Demography; Residential Patterns; Racial Segregation; Racial Composition; Neighborhoods; Metropolitan Areas

Abstract:
Educational and sociological scholars frequently debate how racial dynamics between neighborhoods and their public schools can maintain or exacerbate educational inequality. Drawing on secondary data from the Georgia Department of Education, 2000 Census Bureau, and attendance boundaries for metro Atlanta public high schools, this study investigates the following: To what degree do Atlanta-area racial and ethnic segregation patterns in public secondary schools reflect those in residential catchment areas? I find that in areas with the greatest racial heterogeneity and the greatest potential for diversity in educational settings, the public schools least reflect the racial composition of the neighborhoods. These results can inform policy makers and administrators on neighborhood and school-level factors which have implications for minimizing ethnoracial differences in education. (Contains 1 table, 5 figures, and 4 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:
Citizenship; Citizenship Education; Focus Groups; Community Involvement; School Surveys; Nongovernmental Organizations; Social Networks; Social Capital; Social Integration; Role; Cooperation; School Community Relationship; School Segregation; Student Attitudes; Teacher Attitudes; Social Justice

Abstract:
Participatory citizenship education has been highlighted as a strategy to promote social cohesion in divided societies whereby collaborations with non-governmental organizations (NGOs) and inter-school links have been proposed as tools to improve social networks between schools and communities. This article explores the role and meaning of citizenship education and cross-community participation in promoting social capital and social cohesion. School survey findings, focus groups and interviews with young people and educators indicated that differences between school sectors and established allegiances with particular communities and NGOs may limit the potential for citizenship education to produce bridging social capital and serve to reproduce bonding social capital. It is argued that the introduction of citizenship curricula into segregated schools systems in divided societies may be useful to promote citizenship values and positive attitudes to the other but insufficient to promote the development of bridging social capital and, ultimately, social cohesion in the long term. 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; School Segregation; Racial Composition; Academic Achievement; Profiles; Institutional Characteristics; Poverty; Geographic Distribution; Geographic Location; School Effectiveness; Disadvantaged; Achievement Rating; Minority Group Students; Scores; Comparative Analysis; Comparative Testing; Schematic Studies; Educational Sociology; Equal Education; Social Justice; Educational Policy; Politics of Education

Abstract:
Persistent school segregation means not only that children of different racial and ethnic backgrounds attend different schools but also that their schools are unequal in performance. This study documents the extent of disparities nationally in school performance between schools attended by whites and Asians compared with those attended by blacks, Hispanics, and Native Americans. It further examines the geography of school inequality in two ways. First, it analyzes the segregation of students between different types of school profiles based on racial composition, poverty, and metropolitan location. Second, it estimates the independent effects of these and other school and school district characteristics on school performance, identifying which aspects of school segregation are the most important sources of disadvantage. A focus on schools at the bottom of the distribution, as in No Schools Left Behind, would not ameliorate wide disparities between groups that are found across the whole spectrum of school performance. (Contains 2 notes, 5 tables, and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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