Courts, students are told, will protect minorities' legal rights against popular sentiment and political pressure. But courts can be expected to protect rights only within boundaries shaped in part by popular and political opinion. This suggests that litigation outcomes regarding education rights issues will depend on shifting the policymaking…

The social scientist has a public responsibility which deserves as much attention as scientific and professional concerns. Some social scientists, retreating from this ideal, are now rewriting the history of the liberal movements of the 1960s. This revisionism, a product of contemporary neoconservatism, hinders the continuing efforts that social…

Advances the proposition that the emphasis on social science data in school desegregation litigation is misplaced; that the supporting basis for "Brown v. Board Of Education" was the equal protection clause; and that the use of social science in future school litigation should focus on how to improve desegregated educational programs…

Discusses how three books written for the general public by African American social scientist, Kenneth B. Clark, document his growing pessimism about the prospects for improving race relations in the United States. Also considers Clark's place in contemporary U.S. debates on Brown v. Board of Education and the persistence of racial inequality. (SM)

Traces the history of the United States Supreme Court "Brown v. Board of Education" decision that overturned 58 years of the infamous "separate but equal doctrine" confirmed in "Plessy v. Ferguson." (MLF)

Holds that court decisions based on empirical evidence create new social facts that have consequences for social and educational change. (Author/DW)

Discusses some assumptions commonly made about desegregation. Considers the use of selected social science research findings as a basis for far-reaching and significant legal decisions, the aspects of continuing Supreme Court decisions, and the future of desegregation. (Author/RK)

Eight papers examining different aspects of the effects of court decisions on education are contained in this book, the first of two volumes. The papers were solicited from scholars in the fields of law, political science, sociology, and education in conjunction with a 1979 conference held in Madison, Wisconsin. The conference was called to…

REVIEWED FROM A SOCIAL SCIENTIST'S VIEWPOINT IS THE EFFECT OF THE SUPREME COURT'S 1954 BROWN DECISION ON PATTERNS OF DEFACTO SEGREGATION IN NORTHERN COMMUNITIES. THE DECISION HAD PROFOUND EFFECTS ON DE FACTO SEGREGATION, PARTICULARLY IN RELATION TO THE DEMOCRATIC IDEALS OF EQUALITY AND TO THE DAMAGED SELF-IMAGE CREATED BY SEGREGATED SCHOOLS. IT…

This study records the political, social, and legal aspects of "Brown v. Board of Education of Topeka" and other school segregation cases by means of court records, testimony, recent opinions of 60 social scientists, and interviews with the 30 judges, lawyers, witnesses, and plaintiffs who were involved. It presents specific information…

Examines the concept of damage imagery (as related to damaged black psyches), which was incorporated into strategies for overturning educational segregation. The article argues for a different interpretation of damage based on race, and it raises questions about the contributions of social science to the collective thinking about race and…

Discusses the Brown versus Board of Education decision, evaluates the influence of social science data on court decisions, and reconstructs race and educational achievement in the United States. Special emphasis is placed on comments of Supreme Court Justice Thomas and the future of the relationship between blacks and education into the new…

Holds that so long as schooling reflects the racial, cultural, and class biases of society, desegregation as provided for by the Brown decision will not lead to social or educational equality for Blacks. Also criticizes social science theories which argue that racial separation, per se, psychologically damages Blacks. (GC)