A Tale of Two Cities: Comparing Public School Desegregation in Louisville and Nashville

Autor/in	Collins, Hannah
Titel	A Tale of Two Cities: Comparing Public School Desegregation in Louisville and Nashville
Quelle	In: Journal of Negro Education, 90 (2021) 4, S.546-560 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Public Schools; School Desegregation; Educational Change; Whites; Migration; Population Trends; Judges; Activism; Group Unity; Failure; Success; Federal Courts; Kentucky (Louisville); Tennessee (Nashville) + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Integrative Schule; Bildungsreform; White; Weißer; Bevölkerungsprognose; Judge; Richter; Aktivismus; Politischer Protest; Gruppenidentität; Erfolg; Bundesgerichtshof
Abstract	In two mid-sized, southern cities, Nashville and Louisville, communities took vastly different approaches to public school desegregation. Where Louisville saw widespread success in fully integrating its schools, Nashville failed. Through qualitative research it is asked, "What are the most compelling explanations for the long-term failure of the desegregation of Nashville Public Schools in comparison to a successful desegregation model in Louisville?" The findings of this article suggest that many factors must be aligned for successful desegregation, including high barriers to White flight, a united activist front, and inclinations of federal judges. By understanding these factors, school boards in mid-sized cities in the South can continue to pursue desegregation in public schools. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: https://jne.howard.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01