Segregation is deepening in American schools as courts terminate
desegregation plans, residential segregation spreads, the
proportion of whites in the population falls, and successful
efforts to use choice for desegregation, such as magnet schools,
are replaced by choice plans with no civil rights requirements.
Based on the fruits of a collaboration between the Civil Rights
Project at Harvard University and the Southern Poverty Law Center,
the essays presented in Lessons in Integration: Realizing the
Promise of Racial Diversity in American Schools analyze five
decades of experience with desegregation efforts in order to
discover the factors accounting for successful educational
experiences in an integrated setting. Starting where much political
activity and litigation, as well as most previous scholarship,
leaves off, this collection addresses the question of what to
do--and to avoid doing--once classrooms are integrated, in order to
maximize the educational benefits of diversity for students from a
wide array of backgrounds.
Rooted in substantive evidence that desegregation is a positive
educational and social force, that there were many successes as
well as some failures in the desegregation movement, and that
students in segregated schools, whether overwhelmingly minority or
almost completely white, are disadvantaged on some important
educational and social dimensions when compared to their peers in
well-designed racially diverse schools, this collection builds on
but also goes beyond previous research in taking account of
increasing racial and ethnic diversity that distinguishes
present-day American society from the one addressed by the Brown
decision a half-century ago. In a society with more than 40 percent
nonwhite students and thousands of suburban communities facing
racial change, it is critical to learn the lessons of experience
and research regarding the effective operation of racially diverse
and inclusive schools. Lessons in Integration will make a
significant contribution to knowledge about how to make integration
work, and as such, it will have a positive effect on educational
practice while providing much-needed assistance to increasingly
beleaguered proponents of integrated public education.
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