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School Desegregation Research

New Directions in Situational Analysis

  • Book
  • © 1986

Overview

Editors:
  1. Jeffrey Prager

    1. University of California at Los Angeles, Los Angeles, USA

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    You can also search for this editor in PubMed   Google Scholar

  2. Melvin Seeman

    1. University of California at Los Angeles, Los Angeles, USA

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    You can also search for this editor in PubMed   Google Scholar

  3. Douglas Longshore

    1. U.S. General Accounting Office, USA

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Part of the book series: Critical Issues in Social Justice (CISJ)

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Table of contents (9 chapters)

  1. Front Matter

    Pages i-xv
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  2. Introduction

    1. Front Matter

      Pages 1-1
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    2. The Desegregation Situation

      • Jeffrey Prager, Douglas Longshore, Melvin Seeman
      Pages 3-18

  3. School Desegregation in Context

    1. Front Matter

      Pages 19-19
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    2. Structural Constraints in School Desegregation

      • John U. Ogbu
      Pages 21-45

    3. School Desegregation and the ‘National Community’

      • Gerald D. Suttles
      Pages 47-78

  4. New Theoretical Directions

    1. Front Matter

      Pages 79-79
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    2. The Micro-Structure of School Desegregation

      • Mark Granovetter
      Pages 81-110

    3. A Model for Racial Contact in Schools

      • H. M. Blalock
      Pages 111-141

    4. Trait Theory Revisited

      • Walter Mischel
      Pages 143-172

  5. A Reconsideration of Methods

    1. Front Matter

      Pages 173-173
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    2. Self-Esteem Research

      • Morris Rosenberg
      Pages 175-203

    3. Schools and Social Structure

      • Bennetta Jules-Rosette, Hugh Mehan
      Pages 205-228

    4. The Research Agenda

      • J. Milton Yinger
      Pages 229-254

  6. Back Matter

    Pages 255-267
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Keywords

About this book

The desegregation situation is the keynote theme of the following chapters. I Each of them touches on a different dimension of the situation: the historical, the temporal, the spatial. But the reader, perusing the essays with the situation in mind, should remember that the desegregation situation should not be inter­ preted literally. Authorities and adults certainly, school-age children probably, are influenced by their awareness of a sequence of past and future situations. Some may even operate with William James's (1890, p. 608) notion of "the specious present" that "has melted in our grasp, fled ere we could touch it, gone in the instant of becoming," thus reducing the potency of the present situation. Others may be dancing to a slower tempo of change, thus becoming more responsive to the present situation. Whatever the perceived tempo, many must share the view that the future may reverse the direction of the past. Some may see that new future direction as unswerving, unending, or long-lasting; others may see it as short-lived. And it is through attention to the phenomenological description of desegregation that these issues can be explored; a theme that is considered in several of the following chapters.

Editors and Affiliations

  • University of California at Los Angeles, Los Angeles, USA

    Jeffrey Prager, Melvin Seeman

  • U.S. General Accounting Office, USA

    Douglas Longshore

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