School Desegregation and Educational Attitudes: A Quasi-Experiment in Rural Schools.

Autor/inn/en	Falk, William W.; Cosby, Arthur G.
Titel	School Desegregation and Educational Attitudes: A Quasi-Experiment in Rural Schools.
Quelle	(1973), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Aspiration; Black Students; Desegregation Effects; Educational Attitudes; High School Students; Longitudinal Studies; Occupational Aspiration; Racial Attitudes; Research Design; Role Perception; Rural Youth; School Desegregation; School Role; School Segregation; Texas + Suchen Sie Ihr Suchwort? Educational attitude; Bildungsverhalten; Erziehungseinstellung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Berufsneigung; Berufsziel; Rassenfrage; Forschungsdesign; Role conception; Rollenverständnis; Rural area; Rural areas; Youth; Ländlicher Raum; Jugend; Jugendlicher; Integrative Schule
Abstract	This study seeks an answer to one broad question, "Do black children who attend racially desegregated schools, have educational aspirations and expectations which are significantly different (either higher or lower) from black children who attend racially segregated schools?" To facilitate this, the study not only examines the educational aspirations and expectations of youth, but also examines their perceptions of race and schools attended as impeding their life chances. The study used an accidental quasi-experimental design. Data were obtained from a six year panel of rural Texas black youth with interviews taken at the sophomore (1966), senior (1968) and past high school (1972) years. In 1966, all students were attending segregated schools; however, by 1968 approximately one-half were in desegregated schools. This allowed comparisons of before measures (1966); comparison of short-run effects (1968); and comparison of long-run effects (1972). While neither educational aspirations nor educational expectations were affected to a significant degree, the desegregated group was more likely to define their life chances in racial terms and also saw the schools they had attended as being more detrimental than did the segregated group. Possible interpretations of the findings are provided. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC