By Stephen J. Caldas
ISBN-10: 0275986934
ISBN-13: 9780275986933
ISBN-10: 1578866146
ISBN-13: 9781578866144
Caldas and Bankston offer a severe, dispassionate research of why desegregation within the usa has did not in attaining the objective of supplying equivalent academic possibilities for all scholars. they give case histories via dozens of examples of failed desegregation plans from all around the state. The publication takes a really extensive viewpoint on race and schooling, located within the better context of the advance of person rights in Western civiliztion.The publication lines the lengthy criminal heritage of first racial segregation, after which racial desegregation in the USA. The authors clarify how swiftly altering demographics and relatives constitution within the usa have tremendously complex the venture of top-down govt efforts to accomplish an excellent racial stability in faculties. It describes how social capital—a confident end result of social interplay among and between mom and dad, young ones, and teachers—creates robust bonds that bring about excessive educational achievement.The authors express how coercive desegregation weakens bonds and hurts not just scholars and colleges, but in addition complete groups. Examples from all components of the USA convey how mom and dad undermined desegregation plans by means of looking greater academic possible choices for his or her young children instead of aiding the general public faculties to which their youngsters have been assigned. most crucial, this e-book deals another, extra real looking point of view on classification, race, and schooling in the United States.
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Additional info for Forced to Fail: The Paradox of School Desegregation
Example text
Policies cannot succeed if they are inconsistent with the interests of individuals, social groups, and communities. Obviously, parents in Boston did not see hour-and-a-half bus rides to distant schools in faraway communities as in the best interest of their children. A MIGHTY SOCIAL FORCE As social movement theory w o u l d predict, some of the moral underpinnings of the civil rights era became institutionalized in governmental policies like affirmative action and judicial rulings like Green, Swann, and Keyes.
If blacks lived in the same geographical locality as whites, they could not legally be prohibited from attending the local school with whites because they had the same status as students—not "black" students or "white" students— just students. Though the court's dictum may seem mild by comparison with the more race conscious "affirmative" judicial actions of twenty years later, its ruling was still revolutionary for its time. Indeed, it was so revolutionary that it triggered defiance and protest throughout the South that would continue for more than a decade.
Southern intransigence continued. In 1957 President Eisenhower was forced to take the unprecedented action of ordering National Guard troops to escort seven black children into a formerly all-white high school in Little Rock, Arkansas. This audacious federal intervention, the first of its kind since northern soldiers occupied the South during Reconstruction, seemed to sim- How Did We Get Here? 29 ply embolden southern segregationist leaders, who campaigned on platforms of school racial segregation.
Forced to Fail: The Paradox of School Desegregation by Stephen J. Caldas
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