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The School Experience and Adjustment

  • Jacqueline D. Goodchilds
  • James A. Green
  • Tora Kay Bikson
Chapter
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Part of the Perspectives in Social Psychology book series (PSPS)

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 Identification 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Plenum Press, New York 1975

Authors and Affiliations

  • Jacqueline D. Goodchilds
    • 1
  • James A. Green
    • 2
  • Tora Kay Bikson
    • 1
  1. 1.University of Southern CaliforniaLos AngelesUSA
  2. 2.Los Angeles County Mental Health ServicesLos AngelesUSA

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