The Legacy of Busing and 'Brown': How School Desegregation Experiences Shape Public Perceptions and Communities' School Diversity Priorities in the Resegregation Era
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| Title: | The Legacy of Busing and 'Brown': How School Desegregation Experiences Shape Public Perceptions and Communities' School Diversity Priorities in the Resegregation Era |
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| Language: | English |
| Authors: | Honey, Ngaire (ORCID |
| Source: | Urban Education. Apr 2022 57(4):600-629. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | School Desegregation, School Resegregation, Public Opinion, Urban Areas, Cultural Pluralism, Racial Differences, Diversity (Institutional), Student Diversity, Busing, School Choice, Proximity, School Policy, Desegregation Litigation, Neighborhood Schools |
| Geographic Terms: | Tennessee (Nashville) |
| Laws, Policies and Program Identifiers: | Brown v Board of Education |
| DOI: | 10.1177/0042085920979699 |
| ISSN: | 0042-0859 |
| Abstract: | In a context that privileges neighborhood zoning and school choice over within-district busing, we examine urban residents' perceptions of the benefits of racial diversity. We analyze public opinion trends by race and residents' experience as a student in a district under court-ordered desegregation--Nashville, TN. We find racial differences regarding the values of proximity and school diversity that are moderated by experience as a school-age resident in a city under mandatory desegregation. We build upon literature showing long-term impacts of attending integrated schools, underscoring the influence of time, place, and experience in shaping perceptions of school diversity policies. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1329009 |
| Database: | ERIC |
| Abstract: | In a context that privileges neighborhood zoning and school choice over within-district busing, we examine urban residents' perceptions of the benefits of racial diversity. We analyze public opinion trends by race and residents' experience as a student in a district under court-ordered desegregation--Nashville, TN. We find racial differences regarding the values of proximity and school diversity that are moderated by experience as a school-age resident in a city under mandatory desegregation. We build upon literature showing long-term impacts of attending integrated schools, underscoring the influence of time, place, and experience in shaping perceptions of school diversity policies. |
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| ISSN: | 0042-0859 |
| DOI: | 10.1177/0042085920979699 |
