The Legacy of Busing and Brown

How School Desegregation Experiences Shape Public Perceptions and Communities’ School Diversity Priorities in the Resegregation Era

Bibliographic Data

ID10856473
AuthorsNgaire Honey (0000-0001-8592-1148, Pontificia Universidad Católica de Chile, Santiago, Chile, corresponding author), Claire Smrekar (Vanderbilt University, Nashville, TN, USA)
Year2022
Volume57
Issue4
Pages600-629
Publication date2022-04-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueUrban Education (JOURNAL)
Journal identifiersISSN: 0042-0859 • E-ISSN: 1552-8340
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0042085920979699
OpenAlexW3111153176
LanguageEN
Citations received6
References cited49

In a context that privileges neighborhood zoning and school choice over within-district busing, we examine urban residents’ perceptions of the benefits of racial diversity. We analyze public opinion trends by race and residents’ experience as a student in a district under court-ordered desegregation—Nashville, TN. We find racial differences regarding the values of proximity and school diversity that are moderated by experience as a school-age resident in a city under mandatory desegregation. We build upon literature showing long-term impacts of attending integrated schools, underscoring the influence of time, place, and experience in shaping perceptions of school diversity policies

Context (archaeology) · Desegregation · Diversity (politics) · Geography · Perception · Political science · Politics · Public opinion · Public relations · Race (biology) · Racial diversity · Racial integration · Sociology · Zoning · Critical Race Theory in Education · Gender Studies · Law · Psychology · Public Administration · School Choice and Performance · Urban, Neighborhood, and Segregation Studies

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