Abstract
There is a critical need to establish a bridge between the sociological literature on desegregation and several closely related areas, including cross-cultural education, interactional studies of schooling, and comparative educational stratification. This chapter discusses how desegregation is perceived and socially constructed in school settings. It also provides an overview of key theoretical implications of United States desegregation studies from an interactionist perspective and suggests the importance of both cross-cultural and individual-level variables for research on desegregation and educational stratification.
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Jules-Rosette, B., Mehan, H. (1986). Schools and Social Structure. In: Prager, J., Seeman, M., Longshore, D. (eds) School Desegregation Research. Critical Issues in Social Justice. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-2135-4_8
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DOI: https://doi.org/10.1007/978-1-4613-2135-4_8
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