School Desegregation: A long-term study (Perspectives in Social Psychology)

Journal of Youth and Adolescence, 21 , Determinants of children's postwar stress reactions following the Gulf War.

Academic status and ethnicity as determinants of social acceptance. Journal of Cross-Cultural Psychology, 24 , Coping of school-age children in the sealed room during scud missile bombardment and postwar stress reactions. Journal of Consulting and Clinical Psychology, 61 , The use of power tactics to gain compliance: Testing aspects of Raven's theory in conflictual situations. Social Behavior and Personality, 21 , Stress reaction of school-age children to the bombardment by scud missiles.

Journal of Abnormal Psychology, , Junior high school desegregation experience and interethnic relations among newly recruited soldiers of the Israeli army. Megamot, 35 , Coping style of children in the sealed room and postwar stress reactions. Society and Welfare , 15, Stress reaction of school-age children to the bombardment by scud missiles: A one-year follow-up Journal of Traumatic Stress, 7 , The effects of prevalent social stereotypes on intergroup attribution. Journal of Cross-Cultural Psychology, 25 , Interpersonal satisfaction and influence tactics in close heterosexual relationships.

Journal of Social Behavior and Personality, 9 , Postwar stress reaction of school-age children: A year after the Persian Gulf war. Psychologia -- Israel Journal of Psychology, 4 , Pain, 63 , The influence of warning signal timing and cognitive preparation on the aversiveness of coldpressor pain. In Social Psychology Vol. Obituary for Professor Yehuda Amir. International Journal of Intercultural Relations, 20, Prejudice, discrimination and conflict. International Journal of Intercultural Relations, 20, No. Intergroup acceptance and perceptions of Israeli and Russion immigrant students.

Obituary for Yehuda Amir. Journal of Cross Cultural Psychology, 27 , Social psychology in education. An Israeli Lexicon Methodological and personal factors in the assessment of intergroup relations. Perceived threat and social dominance as determinants of prejudece toward Russians and Ethiopians, Megamot, 38, What will the future bring?

Thoughts of children after missile bombardment. Anxiety, Stress, and Coping, 10, Journal of Applied Social Psychology, 28, Prejudice toward immigrants to Spain and Israel: An integrated threat theory analysis. Journal of Cross Cultural Psychology, 29 , Long-term positive changes following exposure to traumatic stress. Gender, self-esteem, and focus of interest in the use of power strategies by adolescents in conflict situations.

Journal of Social Issues, 55, Peer ratings versus peer nominations during training as predictors of actual performance criteria. The Journal of Applied Behavioral Science, 35, Solomon, Z, Waysman, M. Positive and negative changes in the lives of Israeli former prisoner of war. Journal of Social and Clinical Psychology, 18, In Social Psychology Vol 2, unit V, pp. European Journal of Work and Organizational Psychology, 10, Theory, methodology, and empirical applications. The Use and Abuse of Power pp. An international Review, 50, An examination of its relationship with positive and negative long-term changes following trauma.

Journal of Post Traumatic Stress 14, Megamot , 42 , Usage of and compliance with power tactics in routine versus nonroutine work settings. Journal of Business and Psychology , 18 , Group membership, status, and social power preference. Journal of Applied Social Psychology, 35 , Perceptions of and Attitudes toward Foreign Workers in Israel.

Megamot , 44 , British Journal of Educational Psychology, 76 , With our study design we are unable to distinguish them. One is that there could actually be something about the organization or functioning of charter schools that is educationally more effective in high-poverty areas or for poor children, but that these distinctive features do not work well in low-poverty environments. A weakness of this type of explanation is that we have no idea what makes the difference. An alternative explanation would emphasize selection mechanisms. We have demonstrated that there is much selectivity to take into account in studying charter schools, selectivity in which districts have charters as well as differences in race and class composition between charters and non-charters.

There is likely also selectivity in which parents choose a charter school and for what reasons. We suspect that in high poverty areas, it is the most ambitious and motivated parents who will be aware of and able to navigate enrollment in charters. These parents will understand that schools in their district are underperforming and their intention will be to find a feasible alternative.

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Without the financial resources to select a private school, perhaps the charter school is the fallback choice. In contrast, in lower poverty areas, parents who are dissatisfied with traditional public schools are more likely to have a private school option. Since the traditional public schools generally have higher performance in such areas, their concern about the fit of their child to the school may not hinge as much on academic performance per se as on other features concerns about discipline and peer groups or interest in specialized curricula.

If so, selective recruitment into charter schools may not place the best test takers in those schools. To understand the causal processes underlying our results would require both longitudinal data and information about parents that is not available from standard sources. Finally we emphasize that in the extreme case — in very high poverty schools attended by black or Hispanic students, where charters have the greatest edge over non-charters — the difference is at most around 10 points.

A black student in a charter school with similar poverty levels would be around the 20 th percentile. For Hispanics the corresponding rankings would be around the 18 th vs. At the median levels of poverty for each group, these differences are smaller. A ten-point difference certainly can be important. Yet, compared to the differences in exposure to poverty and school level test scores across racial groups these charter and non-charter differences are small.

Perhaps the most striking difference from the figures and model results is the almost complete lack of overlap between the school quality and poverty levels experienced by white and black elementary school students in these districts. Almost all white students attend schools in the lower three quarters of the poverty distribution and the top half of the achievement distribution in their state, while almost all black students attend a school in the top half of the poverty distribution and the lower half of the achievement distribution.

To some degree, charter schools appear to offer better options among high-poverty minority schools and worse options for low-poverty white students, but these differences are small compared to the overall racial disparities in access to quality educational opportunities. In comparison our findings have few implications for the debates over charter schools.

We found no evidence that charters are inherently better or worse educators. And if selection is the main driver of the results, the most important finding here is that selection operates differently in rich and poor areas.

LITERATURE REVIEW

This means that policy evaluation of charter schools should also be context-dependent. More attention should be given to the reasons parents choose these schools and whether they meet other needs. They may offer a partial solution for some children, but possibly at the cost of undermining the neighboring non-charter schools. Policy should be guided by better knowledge of how each school fits into a system of schools and whose needs are being served by that system. He continues to conduct national-level studies of trends in school segregation and educational inequalities.

Data from these studies for the period are available to view and download on his webpage: She has studied the effects of concentrated neighborhood poverty on achievement as well as the relationship between neighborhood demographic change, changes in school-level achievement, and the geography of elementary school openings and closings.

Her current projects focus on the impact of violent crime in neighborhoods and schools on student achievement and the relationship between neighborhood disadvantage and patterns of high school attendance and school choice. Education, Land, and Location. For each reported range we determined the average score among schools in the nation with reported specific scores in that range.

• Contact hypothesis.
• Publications.
• Schwarzwald Josef | Department of Psychology | Bar-Ilan University.

A control variable for the original range for each school is not statistically significant and does not change the results of the models. There are other ways to assess relative ranking within a state. We then use the imputed precise scores to calculate a percentile within each state. Compared to percentiles, the alternative of using z-scores standardizing by the mean and standard deviation within the state would tend to reduce differences between schools with similar scores near the middle of the distribution and accentuate the high or low values at either tail.

One disadvantage of using z-scores is that school test scores are not normally distributed. For example, for 4 th grade reading in Texas, the state with the largest sample of elementary schools, scores have a significant negative skewed. However choice of statistic is unlikely to have much effect on the results: National Center for Biotechnology Information , U.

Author manuscript; available in PMC Aug 1. Logan and Julia Burdick-Will. Author information Copyright and License information Disclaimer. See other articles in PMC that cite the published article. Abstract Race, class, neighborhood, and school quality are all highly inter-related in the American educational system. DATA This study analyzes the racial composition, poverty levels, and school-level achievement in charter and non-charter public elementary represented by 4 th graders and high schools represented by 10 th graders across the country.

Table 1 Weighted average charactersitics of schools: Open in a separate window. The model predicting poverty is as follows: Racial composition Reflecting regional patterns and residential and school segregation, children of every group attend schools where their own group is greatly over-represented. Metropolitan and regional location Location in central cities, suburbs, or non-metropolitan rural areas is a contributing factor to these differences.

Test scores These comparisons vary according to the group, the subject area, and grade level. Racial composition Differences in the degree to which children are racially isolated also vary by group and school level. Contributor Information John R. Desegregation and academic achievement. School Desegregation in the 21 st Century. Oxford University Press; Majority African American schools and social injustice: The influence of de facto segregation on academic achievement. Bankston C, Caldas S. The American school dilemma: Race, poverty, family structure, and the inequality of schools.

High school size, achievement equity, and cost: Education Policy Analysis Archives. Bilfulco R, Ladd H. School choice, racial segregation, and test-score gaps: Journal of Policy Analysis and Management. Evidence from Durham, North Carolina. Peabody Journal of Education: Issues of Leadership, Policy, and Organizations. A closer look at charter schools using hierarchical linear models.

Buckley Jack, Mark Schneider. Evidence from Washington, D. Educational Evaluation and Policy Analysis. Closing and Opening Schools: Journal of Urban Affairs. Examining the Evidence on Enrollment and Achievement. Economic Policy Institute; Estimating the impact of economic integration. Century Foundation Press; The Brookings Institution; The Rise and Retreat of School Desegregation. Princeton University Press; Ethnic segregation in Arizona charter schools.

Equality of educational opportunity. Government Printing Office; Evidence from New York City. Double Disadvantage or Signs of Resilience? American Educational Research Journal. Cutler D, Glaeser E. Are ghettos good or bad? Dawkins M, Braddock J. The continuing significance of desegregation: Journal of Negro Education. Residential segregation, poverty, and racism: Achievement Results for State Assessments in Mathematics: US Department of Education; a.

U S Department of Education; b. Fabricant Michael, Fine Michelle. What is at Stake? Friedkin N, Necochea J. School system size and performance: The political and cultural struggle over early education. Stanford University Press; Beyond Hierarchies and Markets: Effects of schooling on children and families. Booth A, Dunn JF, editors. The impact of school choice on racial segregation in charter schools. The evaluation of charter school impacts: Department of Education; The Academic Trajectories of Immigrant Youths: Analysis Within and Across Cohorts.

Prof. Josef Schwarzwald

Sociological perspectives on black-white inequalities in American schooling. High school effects on achievement. Schooling and achievement in American society. Demography and desegregation in the Cleveland public schools: Review of Law and Social Change. Hochschild J, Scovronick N. The American dream and the public schools. Assessing Charter Schools in the Twin Cities. Jencks C, Phillips M, editors. The black-white test score gap.

Jencks C, Mayer E. The social consequences of growing up in a poor neighborhood. Inner-city poverty in the United States. National Academy Press; Report of the Lewis Mumford Center, March Greg Ingram, Daphne Kenyon. School segregation in metropolitan regions, — American Journal of Sociology. The Geography of Inequality: School sector and academic achievement: A multilevel analysis of NAEP mathematics data. Disparities in educational opportunities and outcomes: Journal of Social Issues. School size, achievement and achievement gaps. Accessed January 18, at http: Mercer J, Scout T.

The relationship between school desegregation and changes in the racial composition of California school districts — When are racial disparities in education the result of racial discrimination? National Assessment of Educational Progress. Charter school achievement on the National Assessment of Educational Progress.

American Federation of Teachers; Orfield Gary, John Yun. Resegregation in American Schools. Firstly, Allport argued that intergroup contact facilitates learning about the outgroup, and this new outgroup knowledge leads to prejudice reduction. The reduction of prejudice through intergroup contact can be described as the reconceptualization of group categories.

Allport claimed that prejudice is a direct result of generalizations and oversimplifications made about an entire group of people based on incomplete or mistaken information. The basic rationale is that prejudice may be reduced as one learns more about a category of people. However, contact fails to cure conflict when contact situations create anxiety for those who take part. Contact situations need to be long enough to allow this anxiety to decrease and for the members of the conflicting groups to feel comfortable with one another.

To obtain beneficial effects, the situation must include positive contact. Social scientists have documented positive effects of intergroup contact across field, experimental, and correlational studies, across a variety of contact situations, and between various social groups. Pettigrew and Tropp's canonical meta-analysis of separate studies found general support for the contact hypothesis. The majority of intergroup contact research has focused on reducing prejudice towards African Americans.

For example, in one study, Brown, Brown, Jackson, Sellers, and Manuel investigated the amount of contact white athletes had with black teammates and whether the athletes played an individual or team sport. Results showed that White athletes who played team sports reported less prejudice than athletes who played individual sports. The contact hypothesis has proven to be highly effective in alleviating prejudice directed toward homosexuals. Hopkins presented the idea that local conditions within a community or in other words changes in local immigrant demographics can affect the attitudes of people on immigrants.

These attitudes may be shaped by experiences the non-immigrant population has with the immigrant population. He believes that this idea is not necessarily universal but that certain conditions play a role on the development of attitudes [34]. One of the most important advances in research on intergroup contact is the growing evidence for a number of indirect, non-face-to-face intergroup contact strategies as a means to improve relations between social groups.

For example, in many countries, racial and religious groups are often residentially, educationally or occupationally segregated, which limits the opportunity for direct contact. However, even when the opportunity for direct intergroup contact is high, anxiety and fear can produce a negative or hostile contact experience or lead to the avoidance of the contact situation altogether. The extended contact hypothesis, established by Wright and colleagues in , posits that knowing that a member of one's own group has a close relationship with a member of an outgroup can lead to more positive attitudes towards that outgroup.

Correlational research has demonstrated that individuals who report knowledge that an ingroup member has an outgroup friend typically report more positive outgroup attitudes, while experimental research has shown that providing ingroup members with this information creates the same positive effect. In the 20 years since its proposal, the extended contact hypothesis has guided over studies, that generally find support for the positive effect of extended contact on prejudice reduction, independent of direct friendship with outgroup members.

School Segregation, Charter Schools, and Access to Quality Education

In a similar vein, vicarious contact involves simply observing an ingroup member interact with an outgroup member. The 'imagined contact hypothesis' was put forward by Richard J. Crisp and Rhiannon Turner [41] and proposes that simply imagining a positive encounter with a member or members of an outgroup category can promote more positive intergroup attitudes. Electronic contact involves an ingroup member interacting with an outgroup member over the Internet [42] [43] and includes text-based, video-based or a mixture of both text- and video-based online interactions.

Electronic contact has been empirically shown to reduce inter-religious prejudice between Christian and Muslim students in Australia in both the short [44] and long term [45] , as well between Catholic and Protestant students in Northern Ireland [46]. In the context of sexual prejudice , research also has shown that interacting online with a member of the outgroup is a particularly useful particularly useful as a prejudice-reduction strategy among individuals who typically report ideologically intolerant beliefs [47].

Additionally, in the context of mental health stigma , participants who experienced a brief interaction with a person diagnosed with schizophrenia reported reduced fear, anger, and stereotyping toward people with schizophrenia in general compared to a control condition [48]. While large bodies of research have been devoted to examining intergroup contact, social scientific reviews of the literature frequently voice skepticism about the likelihood of contact's optimal conditions occurring in concert, and by extension, about the generalizability of correlational research and lab studies on contact.

Though the general findings of intergroup contact research have inspired promise, Bertrand and Duflo find that observational correlations between intergroup contact and non-prejudiced behavior can be explained by self-selection: Furthermore, of these experiments, none measure the reduction of racial prejudice in people over the age of Gordon Allport himself suggested that in light of increasing racial contact in the United States, "the more contact the more trouble", unless scaffolded by the four facilitating conditions he proposed, distinguishing casual contact and "true acquaintance" or "knowledge-giving contact".

Key's examination of Southern politics, which found that racism grew in areas where the local concentrations of black Americans were higher. Some social psychologists have converged with political scientists on this position. Paolini, Harwood, and Rubin proposed that intergroup contact may have more negative than positive effects on prejudice, because it makes outgroup members' social group more salient during encounters, [54] the negative contact hypothesis.

Recent evidence suggests that although negative intergroup contact is more influential than positive intergroup contact, it is also less common than positive contact in real world intergroup encounters, in five central European countries. From Wikipedia, the free encyclopedia. Allport, The Nature of Prejudice Betsy Levy Paluck Brown v.