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Segregation, Desegregation, and Resegregation of the Spanish-Surname Student in the United States.

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Bibliographic Details
Title: Segregation, Desegregation, and Resegregation of the Spanish-Surname Student in the United States.
Authors: Valverde, Leonard A.
Peer Reviewed: N
Page Count: 41
Publication Date: 1976
Sponsoring Agency: National Inst. of Education (DHEW), Washington, DC.
Document Type: Reports - Research
Descriptors: Bias, Change Strategies, Cubans, De Facto Segregation, De Jure Segregation, Desegregation Litigation, Desegregation Methods, Discipline, Elementary Secondary Education, Enrollment, Latin American Culture, Mexican Americans, Promotion (Occupational), Puerto Ricans, Racial Integration, Racial Segregation, School Desegregation, School Resegregation, School Segregation, Social Bias, Spanish Speaking, Student Distribution, Student Teacher Ratio, Suspension
Abstract: Since the birth of school integration efforts in America, the mixing of children of different races and ethnicities has gone through segregation, desegregation, and resegregation. Just as the popular misbelief was that Black Americans were segregated in the South where they numerically concentrated and rarely in the North, so too the stereotypic view is that Mexican Americans are segregated in the Southwest only. The fact is that Chicanos are still habitually separated in the Northwest, Midwest, and Great Plains states. But the school segregation of the Spanish speaking population goes beyond Chicanos; it extends in numerical and geographical scope with the addition of Puerto Ricans in the Northeast, Cubans in the Southeast, and Latin Americans pocketed throughout the country. Because of the national magnitude and major impact segregation has on this population and the proportional void of recorded literature on desegregation affecting Latinos in the United States, this paper identifies resegregation processes occurring in multi-ethnic/multicultural settings in the United States where Spanish speaking students are concentrated. Topics discussed are: (1) incidence of ethnic intraschool isolation, (2) minority student discipline, (3) Spanish-surname teacher/administrator distribution, (4) selection and promotion as they impact on school and classroom environment, and (5) possible intervention strategies of a general nature. (Author/NQ)
Entry Date: 1977
Accession Number: ED131963
Database: ERIC
Description
Abstract:Since the birth of school integration efforts in America, the mixing of children of different races and ethnicities has gone through segregation, desegregation, and resegregation. Just as the popular misbelief was that Black Americans were segregated in the South where they numerically concentrated and rarely in the North, so too the stereotypic view is that Mexican Americans are segregated in the Southwest only. The fact is that Chicanos are still habitually separated in the Northwest, Midwest, and Great Plains states. But the school segregation of the Spanish speaking population goes beyond Chicanos; it extends in numerical and geographical scope with the addition of Puerto Ricans in the Northeast, Cubans in the Southeast, and Latin Americans pocketed throughout the country. Because of the national magnitude and major impact segregation has on this population and the proportional void of recorded literature on desegregation affecting Latinos in the United States, this paper identifies resegregation processes occurring in multi-ethnic/multicultural settings in the United States where Spanish speaking students are concentrated. Topics discussed are: (1) incidence of ethnic intraschool isolation, (2) minority student discipline, (3) Spanish-surname teacher/administrator distribution, (4) selection and promotion as they impact on school and classroom environment, and (5) possible intervention strategies of a general nature. (Author/NQ)