"Residential segregation's causes are both knowable and known," writes Richard Rothstein. According to Rothstein, those causes are "20th century federal, state, and local policies explicitly designed to separate the races." Even seasoned policymakers are convinced that the residential isolation of low-income black children is…

Purpose: The purposes of this study were to: (a) analyze the insights and experiences of the 1st African American student-athlete (in basketball) at a prominent predominantly White institution in the Deep South as well as the later insights and experiences of his sons at the same university; and (b) to present a counterstory to the dominant…

New Jersey has a curious status regarding school desegregation. It has had the nation's most venerable and strongest state law prohibiting racially segregated schooling and requiring racial balance in the schools whenever feasible. Yet, it simultaneously has had one of the worst records of racially imbalanced schools. Against the legal and…

Purpose: This article considers the perspectives of superintendents who attended all-Black segregated schools and examines how their lived experiences informed their views on desegregation policy, programs, and practices. Research Design: This empirical, qualitative study used critical race theory as a methodological and analytical framework for…

In today's increasingly diverse society, the legitimacy and strength of the democratic form of government depends on equitable access to graduate and professional education for individuals from all races and ethnicities. Yet, despite recent increases in enrollment, students of color remain severely underrepresented in graduate and professional…

In this paper we argue that although the United States and South Africa have produced qualitatively different national frames about the necessity for racial integration in education, certain practices converge in both nations at the school level that thwart integrationist goals. Drawing on sociologist Jeannie Oakes and colleagues' idea of schools…

The 1954 "Brown" decision and its 1955 enforcement decree were merely keystone events in a decade-long effort to replace South's elaborate system of legal segregation with type of de facto segregation found in northern, western, and midwestern cities resulting from well-defined racial barriers between neighborhoods. The traditional…

The statistic presented in this article demonstrate the continuance of the systematic elimination, displacement, and demotion of Black educators as a result of school desegregation. (Author/GC)

Racism and bigotry in schools and in society have become more subtle. This article argues for increasing the number of actors in the desegregation equation, discusses the decline of overt racism and the rise of covert racism, critiques the contact thesis as applied in schools, and suggests different contact models. Includes 53 references. (MLH)

Article emphasizes greater utilization of the creative leadership of black teachers in multi-racial schools. (Editor/GB)

Describes the threatened extinction of Black principalships in the South, and decries the threatened loss of leadership to the Negro community that this implies. (JF)

"Brown" had a tragic consequence: the displacement, dismissal, and demotion of thousands of African American educators, in particular principals, in the South. Although the lack of diversity in today's teaching force has multiple origins, a reexamination of one of its roots deepens our understanding of the past, illuminates the present,…

Reports a study of how the occupational patterns of black principals had been affected by desegregation: in order to provide longitudinal data, the study population comprised those black educators who had been principals of black schools before desegregation began in Florida. (Author/JM)

To determine the effects of busing, this study compared 1971/72 enrollments in the public schools in Kalamazoo and Pontiac, Michigan with enrollment size and trends between 1966 and 1970. (Author/SF)

Three conclusions are supported in this study of racial violence in public schools: (1) the causes are rooted in the community as well as the schools; (2) the most direct factor is the extent to which the school system is racially desegregated; and (3) the data support riot theories which stress their parapolitical character. (Author/RLV)