Braddock II, Jomills Henry, & McPartland, James M.
Assessing School Desegregation Effects: New Direction in Research
University of Miami
Use of social research in public policy deliberation.Effects of elementary-secondary desegregation on the college-going behavior of minority students.
Journal Name or Institutional Affiliation:
Research in Sociology of Education and Socialization
Vol. 3, pp. 259-282
- Research has not been very helpful with practical questions of implementation or alternatives.
- Even where social science research has been most active -studying the average gross effects of school desegregation- there has been a serious imbalance of empirical evidence affecting policy deliberations. A limited range of short-term outcomes has been studied to assess the average effects of current desegregation policies.
- Social studies about school desegregation have rarely been embedded in rich theories of social mobility, community power, or discrimination.
- Previous research inadequacy of the data limit findings to be more suggestive.
- Northern Blacks have had more extensive desegregation experiences.
- Early school desegregation experiences encourage later desegregated experiences in college.
- In the South, Black students will more often face a choice of either majority Black or majority White college options than in the North.
- Early school desegregation in the North appears to provide a small additional direct influence toward the choice of attendance at a desegregated college.
- Positive direct effect for Black college students of early desegregation on college desegregation is greatest for 2 year students in the North and 4 year students in the South.
- Desegregation before High School has direct and indirect effects on minority college attainments and college desegregation provides reason to believe that other adult outcomes, such as employment or housing attainments, may also be significantly influenced by racial experiences in elementary and secondary schools.
Journal Article Empirical Research
Context, Desegregation, Long Term Outcomes, Segregation
Secondary Survey Data
Method of Analysis:
Unit of Analysis:
- National Longitudinal Study (NLS) of the High School Graduating Class of 1972 later in 1973, 1974 and 1976.
- Results presented are from the Black sample of this data source on the relationship between elementary-secondary desegregation and college attainments and college desegregation.
- Divided by region North / South
Divided by 2 years college and 4 years college.
- Studies questions of enrollment access, retention, and desegregation in high education.
- DV: Black educational attainment (years of attainment in any college, years of attainment in a predominantly White college).
- IV: Sex, social class, elementary-secondary school experience on various measures of educational attainment, high school achievement test scores, high school grades, desegregation measures, etc.