Abstract
Research on student outcomes and changes associated with school desegregation has focused primarily on student achievement and personality variables (Hawley, 1981; St. John, 1975). Much of this research has assessed the degree to which school desegregation facilitates racial equality and “equal educational opportunity” in the public education setting. Reflecting a definition of equal opportunity as similarity in behavioral outputs (Mosteller & Moynihan, 1972), the research has most commonly compared the performance of desegregated black students with their white classmates and/or segregated black students. The assumption is that if equal opportunity is afforded, there will be no significant differences between the performance of black and white students. Conversely, this definition assumes that differences which do exist are the result of inequities in schooling.
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Linney, J.A. (1986). Court-Ordered School Desegregation. In: Seidman, E., Rappaport, J. (eds) Redefining Social Problems. Perspectives in Social Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-2236-6_15
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DOI: https://doi.org/10.1007/978-1-4899-2236-6_15
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