Perpetuation Theory and the Long-Term Effects of School Desegregation

  title={Perpetuation Theory and the Long-Term Effects of School Desegregation},
  author={Amy Stuart Wells and Robert L. Crain},
  journal={Review of Educational Research},
  pages={531 - 555}
  • A. WellsR. Crain
  • Published 1 December 1994
  • Education
  • Review of Educational Research
For the last 30 years, the bulk of research on school desegregation has focused on the short-term effects of this policy on the achievement, self-esteem, and intergroup relations of students in racially mixed versus segregated schools. These research foci reflect a more psychological approach to understanding the goals and purposes of school desegregation, viewing it as a policy designed to save the hearts and minds” of African-American students and teach children of all races to get along… 

Reexamining Social Science Research on School Desegregation: Long- versus Short-term Effects

  • A. Wells
  • Education
    Teachers College Record: The Voice of Scholarship in Education
  • 1995
This article summarizes the role of social science research in examining the effects of school desegregation policies on African-American students. The author argues that much of the earliest

Refusing to Leave Desegregation Behind: From Graduates of Racially Diverse Schools to the Supreme Court

Background/Context In light of the June 2007 U.S. Supreme Court decision in the Louisville and Seattle voluntary school desegregation cases, making it more difficult for district officials to

The Desegregation of a Historically Black High School in Jacksonville, Florida

This historical study examines the desegregation of a historically AfricanAmerican high school during the period between 1965-1975. The Mims v. The Duval County School Board (1971) decision brought

Tackling Racial Segregation One Policy at a Time: Why School Desegregation Only Went So Far1

This article provides an overview of the major findings from the “Understanding Race and Education Study,” a 5-year research project conducted by the authors at Teachers College-Columbia University

Long-Term Correlates of High School Racial Composition: Perpetuation Theory Reexamined

  • Elizabeth Stearns
  • Law
    Teachers College Record: The Voice of Scholarship in Education
  • 2010
Background/Context Perpetuation theory predicts that attending a racially segregated school paves the way for a lifetime of segregated experiences in neighborhoods, schools, and jobs. Research

Classmates Matter Theories of Peer Influences and a National Analysis of the Effects of Peer Characteristics on Student Achievement

Minority and low-income students remain highly concentrated in a small number of schools and research suggests that this concentration reduces long-term outcomes for these students. There are various

Race and Cultural Flexibility among Students in Different Multiracial Schools

  • P. Carter
  • Education
    Teachers College Record: The Voice of Scholarship in Education
  • 2010
Background/Context One of the most critical functions of a well-integrated school is the development of “culturally flexible” students who, over the course of their social development, effectively

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For more than 40 years, communities across the United States have grappled with Brown’s mandate to provide equality of educational opportunities to Black children by ending school segregation.

Chapter 3: How Society Failed School Desegregation Policy: Looking Past the Schools to Understand Them

It is a noteworthy coincidence that the year of publication of this volume, 2005, sits chronologically between the 50th anniversary of Brown v. Board of Education in 2004 and the 40th anniversary of

The Academic Consequences of Desegregation and Segregation: Evidence from the Charlotte-Mecklenburg Schools

Using survey data from the Charlotte-Mecklenburg Schools (CMS) collected in 1997, I examine (a) the academic consequences of attending segregated and desegregated schools, (b) how second generation



The Impact of Desegregation on Going to College and Getting a Good Job.

The traditional ra ionale for supporting school desegregation is twofold: first, that 'students ha e a constitutional right-to attend desegregated schoold; second, that ds regated schooling will help

Mobility Attitudes of Segregated and Desegregated Black Youths

Historically, the Supreme Court has drawn on social science data to support its decisions to end de jure segregation; this was especially true in the 1954 Brown decision. It was argued then, and the

The Perpetuation of Segregation across Levels of Education: A Behavioral Assessment of the Contact-Hypothesis.

Using data from a survey of 253 randomly selected black students attending two predominantly black and two predominantly white colleges in Florida, this study examines the hypothesis that black

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The publication of this volume may come as a surprise to those who have followed the career of school desegregation research. Beginning in 1954 with the landmark Brown decision, scholarly interest in

Education, Life Chances, and the Courts: The Role of Social Science Evidence

Public policy attempts to improve the "life chances" of youngsters from low income and minority backgrounds have focused primarily on the schools. "Life chances" is defined as a child's future

The Impact of School Desegregation on Aspirations, Self-Concepts and other Aspects of Personality

The traditional measure of desegregation-the percentage of blacks in majority-white schools-reduces efforts to assess the effectiveness of desegregation to little more than a body count rather than

The Micro-Structure of School Desegregation

Studies of the effects of desegregation have produced a confusing array of inconsistent results. It is the general theme of this volume that this inconsistency derives from the actual wide variety of

Race and Sex Differences in Occupational Aspirations: Their Development and Consequences for Occupational Segregation.

Examination of race and sex differences in occupational aspirations and the possible role of these differences in perpetuating the current underrepresentation of women and blacks indifferent occupations suggests strategies to decrease occupational segregation by decreasing educational handicaps will not eradicate all important differences in what the races and sexes bring to the labor market.

Segregation and Rationality in Black Status Aspiration Processes.

This paper examines the rationality of plans of action pertaining to status outcomes for groups of desegregated blacks, segregated blacks and whites. A simple theoretical perspective is proposed


Many black youths and adults express a high regard for education even though their academic performance is poor. Utilizing a sample of 1,193 high school seniors, this article resolves the