1984 - Blacks and Brown: The Effects of School Desegregation on Black Students

Attribution: Stephan, Walter
Researchers: Walter Stephan
University Affiliation: New Mexico State University
Email: wstephan@crl.nmsu.edu
Research Question:
Effects of desegregation on students.
Published: 1
Journal Name or Institutional Affiliation:
Journal Entry: pp. 134-162
Year: 1984
Findings:
  • The mean effect size for verbal achievement including all the studies in the set is .14 and for math it is .04. These results appear to indicate that verbal achievement improves somewhat, but math achievement show little effect as a result of desegregation.
  • The author believes it is the complexity more than any other factor that accounts for the diverse results that have been observed in studies of the effects of desegregation on achievement.
  • Studies demonstrate that while simply mixing students of different groups in desegregated schools does not improve race relations, intergroup relations can be improved in desegregated schools by introducing special programs designed to achieve this goal.
Keywords: Academic AchievementDesegregationMathVocabularyRegions: NationalMethodologies: MixedResearch Designs: Secondary Survey Data Sampling Frame:Previous Studies
Sampling Types: NonrandomAnalysis Units: DocumentData Types: Mixed-Longitudinal
Data Description:
  • Studies by:
  • Anderson
  • Beker
  • Bowman
  • Carrigan
  • Clark
  • Evans
  • Iwanicki & Gable
  • Klein
  • Laird & Weeks
  • Rentsch
  • Savage
  • Sheehan & Marcus
  • Slone
  • Smith
  • Syracuse
  • Thompson and Smidchens
  • Van Every
  • Walberg
  • Zdep
  • In summary, the desegregation in these studies was typically voluntary (66% of the cases), the cities it occurred in were generally medium to large, the region was more often the North than the South, the schools the students attended were more frequently elementary schools than secondary schools. Blacks were very much in the minority in most of these schools, and most of the studies were conducted prior to 1970.
Theoretical Framework:
Relevance:
Archives: K-12 Integration, Desegregation, and Segregation Abstracts