A Case Study of Teachers’ Perceptions of School Desegregation and the Redistribution of Social and Academic Capital

Dados Bibliográficos

ID9729039
AutoresStephen J Calda (0000-0001-9609-6112, University of Louisiana at Lafayette, autor correspondente), Stephen J Caldas (University of Louisiana at Lafayette), Carl L Bankston (Tulane University, New Orleans, LA), Judith S Cain (Lafayette Parish School Board, LA)
Ano2007
Volume39
Fascículo2
Páginas194-222
Data de publicação2007-02-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducation and Urban Society (JOURNAL)
Identificadores do periódicoISSN: 0013-1245 • E-ISSN: 1552-3535
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124506295145
OpenAlexW2081644160
IdiomaEN
Citações recebidas4
Referências citadas37

This case study gauges the perceptions of teachers to the “harm and benefit thesis” of Coleman’s social-capital hypothesis. The study uses data from one de facto segregated southern school system that hastily implemented a court order in 2000. The study collects the perceptions of teachers at five predominantly middle-class White schools that received 460 lower socioeconomic status African American students ordered bussed when their inner-city schools were closed. Sixty-percent of the teachers feel that the African American students are better off in the White schools. However, only 11% feel that the White students are better off than before the busing. Open-ended responses reveal that most teacher comments are negative, with fully 40% of teachers specifically indicating that busing had increased discipline problems. The study findings undermine the notion that transferring Black students to majority White schools is necessarily a superior pedagogical strategy

Academic achievement · Desegregation · Excellence · Harm · Pedagogy · Perception · Political science · Racial integration · School choice · Social capital · Social science · Socioeconomic status · Sociology · White (mutation · Critical Race Theory in Education · Gender Studies · Law · Parental Involvement in Education · Psychology · Public Administration · School Choice and Performance · Social Psychology