Lucas, Samuel R., & Paret, Marcel
Law, Race, and Education in the United States
University of California-Berkeley
Describes features that structure educational opportunity and how race interacts with these. Studies the law-race relation as it operates in education.
Journal Name or Institutional Affiliation:
Annual Review of Law and Social Science
Vol. 1, pp. 203-31
- Summary of court cases dealing with desegregation, affirmative action, special education, gifted and talented education, tracking, bilingual education, school finance.
- Outlines potential consequences of NCLB.
- Stresses the need for social science research dealing with race and education, such research helps to sensitize policymakers to the complexity involved.
- How the law acts around race and education is a mirror for basic law-race relations.
- Institutions must be seeking diversity for pedagogical reasons in order to justify affirmative action. Certainly, in this socio-legal environment, research into the effects of affirmative action, could be useful for public policy and for social scientific understanding.
- The law-race relation in education is not straightforward, varying across domains. Its character differs across the areas of desegregation, affirmative action, special education, tracking, high-stakes accountability, bilingual education, legacy admissions, and other issues, such as grade retention and school discipline. Thus, the law-race relation is manifest in the development of education in the US, and superficial aspects of the relation change over time.
Journal Article Review of Literature
Affirmative Action, Desegregation, Ethnicity, Funding, Gifted Education, Tracking
Literature Review, Policy Analysis
Method of Analysis:
Unit of Analysis:
- Ehrenberg et al. (2001)
- Mayer et al. (2000)
- Krueger & Whitmore (2002)
- Elliott (1998)
- Lucas & Gamoran (2002) etc.