Armor, David J.
Researchers: David J. Armor
University Affiliation: George Mason University
Email: darmor@gmu.edu
Research Question:
To describe and explain conclusions about desegregation policy, especially to show how these viewpoints have evolved from legal doctrines, social and science research, and extensive case experience
Published: 1
Journal Name or Institutional Affiliation: Oxford University Press
Journal Entry: --error--
Year: 1995
Findings:
- There are two major interrelated issues concerning desegregation plans that determined the effectiveness of a desegregation remedy: 1) the definition of a desegregated school in terms of its racial composition and 2) whether a mandatory student assignment plan is more or less effective in attaining long-term desegregation than a voluntary or choice plan
- Harm and Benefit Thesis: Armor believes that some social scientists and civil rights groups have oversold the policy of desegregation, promised more than it can producse, and thereby implied that its benefits always outweighs its costs
- There is little evidence of a Black self-esteem problem between the early 1960s and 1990
- Perhaps the greatest misconception among parents is the perceived effect of segregated or desegregated schools on academic achievement; research shows that neither of these factors alone benefits minority achievement
- Some judgment is needed about the considerable variation in desegregation outcomes, especially those for achievement, race relations, and long-term educational and vocational attainment
- Neighborhood or community school policies will leave schools segregated unless some other type of assignment method is adopted, either voluntary or mandatory, to overcome the effects of housing segregation
- The original Coleman thesis – that extensive desegregation of any type leads to white flight and increasing segregation between central cities and their suburbs – may well be correct
- There is little evidence that changing a school’s racial composition alone, without changing its educational program, has any appreciable impact on the academic performance of minority students, and there is nearly unanimous consensus that it does not benefit White academic performance
- Likewise, there is little evidence that increasing school choice alone would have any impact on academic outcomes
- There is more evidence that desegregation can yield certain academic benefits if it is voluntary and allows transfers to schools with stronger academic programs, an equity choice policy
- Conclusion is that improved academic performance requires improved educational programs