Caldas, Stephen J., Bankston III, Carl, & Cain, Judith S.
Researchers: Carl Bankston IIIJudith S. CainStephen J. Caldas
University Affiliation: Manhattanville College; Tulane University
Email: stephen.caldas@mville.edu
Research Question:
Re-examination of the Coleman social-capital hypothesis, with specific emphasis on the "harm and benefit" thesis.
Published: 1
Journal Name or Institutional Affiliation: Nova Publishers
Journal Entry: The End of Desegregation?, Chapter 6, pp. 122-148
Year: 2003
Findings:
- 60% of the teachers felt that the Black students were better off than before the busing.
- Only 11% felt that the White students were better off than before the busing.
- Most open-ended comments on the surveys were negative.
- 40% of the teachers indicating that busing had increased discipline problems.
- 25% indicating that the lowered educational levels of the bused students hurt the academics for all students.
- White enrollment in Lafayette Parish public schools decreased every year since the desegregation issue and the possibility of rezoning was raised in 1998.
- Overall, the district lost 3,292 White students over the period, a loss of 16.5% of the White population.
- Over the same period, the number of Black students increased by 778.
- Research does not suggest that the redistribution of middle class student social and academic capital can benefit the disadvantaged minority student, even in the short term.
- Two major issues brought to light by surveyed teachers are lack of parental involvement and transportation problems faced by parents of bused students.
- Even after the 2000 desegregation order, a majority of the displaced Black students elected to move from their majority White school into a new majority Black school.