The Re-Segregation of Public Education Now and After the End of Brown v. Board of Education
Bibliographic Data
| ID | 9729700 |
|---|---|
| Authors | Laura R McNeal (Michigan State University, East Lansing,), Laura McNeal (Michigan State University, corresponding author) |
| Year | 2009 |
| Volume | 41 |
| Issue | 5 |
| Pages | 562-574 |
| Publication date | 2009-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124509333578 |
| OpenAlex | W2103209115 |
| Language | EN |
| Citations received | 12 |
| References cited | 9 |
Approximately 50 years ago, Brown v. Board of Education was viewed by many as a turning point in American history that crystallized a national movement to eliminate state-enforced racially segregated public education. However, in recent years many parents, educators, and policy makers in education have begun to question whether Brown has made a substantive or symbolic impact on racially desegregating or providing quality education equity. Growing concerns about the ability of Brown to bring about meaningful desegregation and equity in education are exacerbated by the 2007 Supreme Court decision in Parents Involved in Community Schools v. Seattle School District No. 1. This article examines the re-segregation of public education in the post— Brown era, the implications of the recent Supreme Court ruling on voluntary integration plans, and strategies school districts may employ to promote school integration within the parameters of this Court decision
Desegregation · Education policy · Educational Equity · Equity (law · Higher education · Political science · Public education · Separate but equal · Sociology · Supreme court · Diverse Education Studies and Reforms · Education Discipline and Inequality · Law · Public Administration · School Choice and Performance
Legitimate concerns
Teacher Quality and Students’ Post-Secondary Outcomes
The Black Effect
When social policy walks into the justice system
Does the Negro Need Separate Schools? A Retrospective Analysis of the Racial Composition of Schools and Black Adult Academic and Economic Success
A mashup of policy tools and CDA as a framework for educational policy inquiry
School District Responses to Cultural and Linguistic Change
The classroom as “toponymic workspace”
Race in education policy
The Rise and Fall of a Voluntary Public School Integration Transportation Program
Multicultural Matters
Becoming White Teachers
| Citations per year | 1.09 |
|---|---|
| Citation span | 2015 - 2023 (9) |
| Highly cited | No |