Switching for Survival and Success? Black Students' Struggles, Shifting, and Solidarity within the St. Louis Desegregation Plan

Autor/inn/en	Morris, Jerome E.; Paul, Zori A.
Titel	Switching for Survival and Success? Black Students' Struggles, Shifting, and Solidarity within the St. Louis Desegregation Plan
Quelle	In: Peabody Journal of Education, 98 (2023) 2, S.205-222 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morris, Jerome E.) ORCID (Paul, Zori A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2023.2191567
Schlagwörter	African American Students; Minority Group Students; School Desegregation; Transfer Students; Student Experience; Whites; Suburban Schools; School Districts; Educational Experience; Educational Environment; Adjustment (to Environment); Self Concept; Cultural Background; High School Students; Missouri (Saint Louis) + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Integrative Schule; Hochschulwechsel; Schulwechsel; Studienortwechsel; Studienerfahrung; White; Weißer; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; School district; Schulbezirk; Bildungserfahrung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Selbstkonzept; High school; High schools; Oberschule
Abstract	The St. Louis Voluntary Desegregation program, and its corollary, the Interdistrict Transfer Plan, have existed in some form since 1983. At its height, approximately 13,000 Black students from the city of St. Louis transferred into predominantly White and suburban school districts, representing the largest voluntary desegregation plan in the United States. County and school district leaders responsible for the plan have slowly reduced the number of Black transfer students, and a November 2016 agreement extended the plan for a five-year period to allow about 1,000 new students to enroll through the 2023-2024 school year. Emanating from qualitative interviews with 37 Black former students who participated in the plan between 1983 and 2018 (Waves 1-4), this article captures participants' experiences, agency, their struggles, and solidarity efforts to ensure their chances of surviving and succeeding in schooling contexts that drastically differed from their home and community environments. Given the impending ending of this plan at the end of the 2023-2024 school year, findings provide implications for research, educational policy and reform, and schooling practices that create and sustain culturally affirming and educationally enriching environments for Black students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01