Literaturnachweis - Detailanzeige
| Autor/in | Hochschild, Jennifer L. |
|---|---|
| Titel | Incrementalism, Majoritarianism, and the Failures of School Desegregation. |
| Quelle | (1982), (77 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Stellungnahme; Citizen Participation; Community Attitudes; Desegregation Effects; Desegregation Methods; Desegregation Plans; Elementary Secondary Education; Literature Reviews; Minority Groups; Organizational Change; Participative Decision Making; Policy Formation; School Desegregation; Socioeconomic Influences; Whites |
| Abstract | This paper argues that cautious and participatory desegregation efforts yield less desirable outcomes than either sweeping, authoritative desegregation policies or no imposed effort at all. The author proceeds to support these claims by identifying 10 goals of school desegregation and examining the rules and consequences of incremental and democratic desegregation policies in the light of these goals. Investigating the rules of temporal, spatial, organizational, and analytical incrementalism, and citing supportive evidence, the author maintains that minorities in all cases, and sometimes whites, are the worst off when gradual or partial procedures are used. Similarly, the author explores the rules of democratic desegregation planning and concludes that while citizen participation and control are fundamental values, they are rarely effective in ending racial isolation; on the other hand, people with official roles can have an impact. Several policy options are suggested: (1) continue muddling along; (2) stop imposing desegregation against majority desires; or (3) proceed to full and complete desegregation. It is concluded that if the political and moral will to undertake desegregation properly are absent, alternative solutions for granting minority rights and satisfying citizen preferences ought to be pursued. (Author/MJL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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