Reflections on "Brown" to Understand "Milliken v. Bradley": What if We Are Focusing on the Wrong Policy Questions?

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Autor/inn/en	Milner, H. Richard, IV; Delale-O'Connor, Lori A.; Murray, Ira E.; Farinde, Abiola A.
Titel	Reflections on "Brown" to Understand "Milliken v. Bradley": What if We Are Focusing on the Wrong Policy Questions?
Quelle	In: Teachers College Record, 118 (2016) 3Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
Schlagwörter	Educational Legislation; Federal Legislation; Desegregation Litigation; School Desegregation; Educational Policy; Policy Formation; Decision Making; Desegregation Effects; Interviews; Expertise; Scholarship; Qualitative Research; African American Teachers; African American Students; Self Concept; Teacher Persistence; Teaching Experience; Student Experience; Academic Achievement; Success; Program Effectiveness; Equal Education + Suchen Sie Ihr Suchwort? Bildungsrecht; Schulgesetz; Bundesrecht; Integrative Schule; Politics of education; Bildungspolitik; Politische Betätigung; Decision-making; Entscheidungsfindung; Interviewing; Interviewtechnik; Expert appraisal; Scholarships; Stipendium; Qualitative Forschung; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Selbstkonzept; Studienerfahrung; Schulleistung; Erfolg
Abstract	Background/Context: Prior research on "Milliken v. Bradley" focuses on the failure of this case to implement interdistrict busing in the highly segregated Detroit schools. Much of this work focuses explicitly on desegregation, rather than on equity and addressing individual, systemic, institutional, and organizational challenges that may prevent the advancement and actualization of desegregation to benefit Black students, teachers, and communities. Purpose/Objective: In this study, we shed light on the impacts of desegregation on Black students, teachers, and communities. We argue that "Brown," "Milliken," and associated policies that attempt to address segregation focus mostly on student assignment policies. Our focus instead is on highlighting the underconceptualized microlevel realities of desegregation, which include the losses of cultural and community connections, strong role models, and connections to school. Population/Participants: This study draws from interview data collected from three experts in the field of education whose research focuses on school desegregation. The interview participants have written scholarly articles and/or book chapters about desegregation and related influences on/for Black teachers, Black students, and Black communities spanning the PreK-12 and higher education spectrum. Research Design: This study employs in-depth qualitative interviewing. Data Collection and Analysis: Interviews were conducted by phone and lasted approximately 45 minutes to an hour. Participants in the study were asked questions about the impact of desegregation and education on Black teachers' experience, self-concept, dedication, and retention; Black students' experience of schools and school-related success; experience and connection of Black communities; and "next steps" in educating Black students. An interpretive perspective was used to guide the interview analyses in this study. Findings/Results: Analysis of the expert interviews reveals the underexplored microlevel losses and harmful effects of desegregation policies and politics on Black children, families, and communities. Conclusions/Recommendations: Evidence from these researchers who have studied desegregation suggests that for many Black students and educators, desegregation was unsuccessful--even when there were superficial indicators of success. We suggest that both researchers and policy makers should consider drawing from the potential losses associated with desegregation and focusing on the equity, regardless of schooling location and population. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01