School Desegregation pp 151-166 | Cite as
The School Experience and Adjustment
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Abstract
We were interested in determining the effect of the desegregation experience on the child’s emotional adjustment to the new setting on the assumption that adjustment would be one of the mediators of achievement. One of the bases for the Supreme Court’s rejecting the “separate but equal” doctrine in the historic Brown vs. Board of Education decision was the contention by social scientists that segregation in the schools has devastating consequences for the psychological well-being of the Black child (Clark & Clark, 1947, 1950; Kardiner & Ovesey, 1951). However, it has been suggested (Katz, 1968; Proshansky & Newton, 1968) that the desegregation process too—as generally implemented during the 1960s—may well have been psychologically debilitating for minority children. There is a need for research into questions of adjustment, both of minority and majority children, as affected by school experiences—particularly the desegregation of school systems.
Keywords
Negro Child Black Child Minority Child School Desegregation Ethnic IdentificationPreview
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