School desegregation and social science research.
Research on the effects of school desegregation, once quite common in psychology and related fields, has declined considerably since the mid-1980s. Factors contributing to changes in the quantity and focus of such research since the Brown v. Board of Education (1954) decision are discussed, with an emphasis on those related to the decline of this research in the last 2 decades. These factors include the nation's retreat from the policy of school desegregation and the associated decline in research funding. Changing perspectives regarding desegregation, the outcomes of desegregation that merit study, and the desirable composition of research teams studying desegregation have also played a role. Demographic changes in our society and its schools that have made salient other research topics and the development of effective research paradigms for studying intergroup relations in the laboratory have also contributed to this decline. ((c) 2004 APA, all rights reserved)
Schofield
Janet Ward
JW
Department of Psychology, University of Pittsburgh, Pittsburgh, PA 15260, USA. schof@pitt.edu
Hausmann
Leslie R M
LR
D044383:Black People / Q000266:history*; D002648:Child; D002961:Civil Rights / Q000266:history*; D049673:History, 20th Century; D006801:Humans; D011822:Race Relations / Q000266:history*; D012106:Research / Q000266:history*; D012574:Schools / Q000266:history*; D012942:Social Sciences / Q000266:history*; D035521:Supreme Court Decisions / Q000266:history*; D014481:United States; D001741:Black or African American