"Acting White": How the Past Implementation of School Desegregation Helped Create Today's Attainment and Achievement Gaps

Autor/in	Buck, Stuart
Titel	"Acting White": How the Past Implementation of School Desegregation Helped Create Today's Attainment and Achievement Gaps
Quelle	In: Journal of School Choice, 10 (2016) 4, S.436-445 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
DOI	10.1080/15582159.2016.1238734
Schlagwörter	School Desegregation; Program Implementation; Achievement Gap; Educational Attainment; Desegregation Effects; Desegregation Methods; Social Change; School Choice; Whites; Identification (Psychology); African American Education; Change Strategies; State Policy; Equal Education + Suchen Sie Ihr Suchwort? Integrative Schule; Bildungsabschluss; Bildungsgut; Sozialer Wandel; Choice of school; Schulwahl; White; Weißer; Lösungsstrategie
Abstract	Summarizing my prior work, the only book length treatment of the "acting White" phenomenon (Buck, 2010), I argue that while desegregation was both a moral necessity and a social good, the manner in which desegregation was implemented by White authorities led indirectly to today's achievement gaps. In the course of desegregation previously all-African-American schools were closed, with their faculty and administrators typically demoted or terminated, and their students sent to previously all-White schools, where they were not always welcomed. This massive social change established "scholarly achievement" as part of a "White" identity, not a "Black" identity. Unfortunately, this diagnoses may not lend itself to easy solutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01