subject:(school segregation)

Penn State University

1. Schultz, Melinda Joy. School Racial Segregation and Homeschooling.

Degree: 2015, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/27329

► Homeschooling is an increasingly popular educational option, yet research linking this school choice to patterns of school racial segregation remains scarce. Research on “white flight”… (more)

Subjects/Keywords: Segregation; homeschooling; racism; school

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APA (6^th Edition):

Schultz, M. J. (2015). School Racial Segregation and Homeschooling. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/27329

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Schultz, Melinda Joy. “School Racial Segregation and Homeschooling.” 2015. Thesis, Penn State University. Accessed April 16, 2021. https://submit-etda.libraries.psu.edu/catalog/27329.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Schultz, Melinda Joy. “School Racial Segregation and Homeschooling.” 2015. Web. 16 Apr 2021.

Vancouver:

Schultz MJ. School Racial Segregation and Homeschooling. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Apr 16]. Available from: https://submit-etda.libraries.psu.edu/catalog/27329.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Schultz MJ. School Racial Segregation and Homeschooling. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/27329

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Illinois – Urbana-Champaign

2. Nadler, Julia A. Residential income segregation and its impact on schools.

Degree: EdD, Ed Organization and Leadership, 2016, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/90505

► Across the country, the socioeconomic and demographic landscapes of schools are changing. The migratory trends of both minority and White populations have created a pattern… (more)

▼ Across the country, the socioeconomic and demographic landscapes of schools are changing. The migratory trends of both minority and White populations have created a pattern of residential income segregation where affluent families choose to reside in certain areas in order to gain access to good schools (Frankenberg & Orfield, 2012; Holme, 2002). This migration results in changes in educational outcomes and an uneven distribution of resources and services in suburban communities (Reardon, 2012). This exploratory mixed methods study was designed to examine residential income segregation and its relationship to schools. Thirteen high schools within the six districts in St. Louis were selected as this city represents some of the starkest racial dividing lines of any American city (Gordon, 2008). The quantitative component involved the use of data from the U.S. Census Bureau and the Missouri Department of Education to calculate the Index of Discrimination (ID), which correlated to the level of services and educational outcomes provided from 2000 to 2013. The quantitative results indicated that when wealthier White residents moved out of North St. Louis County, the students remaining in the schools tended to be poorer, were less likely to attend a 4-year college, and had lower ACT scores. Additionally, as wealthier residents moved in and the White enrollment increased, so too did ACT scores. Qualitative interviews were conducted with three realtors, two school board members, and four building administrators with a focus on understanding how these stakeholders adjusted to meet the desires of the community. In further understanding the quantitative outcomes, the interviews provided a level of insight into real consequences that relate to how students perform in school. Ultimately, further understanding the relationship between residential income segregation and schools is an integral component in remediating the landscape of educational inequities. Advisors/Committee Members: Lubienski, Christopher A (advisor), Lubienski, Christopher A (Committee Chair), Alexander, Kern (committee member), Sloat, Linda (committee member), Span, Christopher (committee member).

Subjects/Keywords: Residential Income Segregation; School

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APA (6^th Edition):

Nadler, J. A. (2016). Residential income segregation and its impact on schools. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90505

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nadler, Julia A. “Residential income segregation and its impact on schools.” 2016. Thesis, University of Illinois – Urbana-Champaign. Accessed April 16, 2021. http://hdl.handle.net/2142/90505.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nadler, Julia A. “Residential income segregation and its impact on schools.” 2016. Web. 16 Apr 2021.

Vancouver:

Nadler JA. Residential income segregation and its impact on schools. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2016. [cited 2021 Apr 16]. Available from: http://hdl.handle.net/2142/90505.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nadler JA. Residential income segregation and its impact on schools. [Thesis]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90505

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

3. Taylor, Kendra Adele. New Directions for Integration Policy: Exploring Racial and Income Segregation at Multiple Geographic Scales in Large U.S. School Districts, 1990-2010.

Degree: 2018, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/15659kat5123

► When considering the prospects for racial integration of schools, it is necessary to examine the underlying population patterns within school districts. Although some families exercise… (more)

Subjects/Keywords: Segregation; School Attendance Zones; School Districts; GIS

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APA (6^th Edition):

Taylor, K. A. (2018). New Directions for Integration Policy: Exploring Racial and Income Segregation at Multiple Geographic Scales in Large U.S. School Districts, 1990-2010. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15659kat5123

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Taylor, Kendra Adele. “New Directions for Integration Policy: Exploring Racial and Income Segregation at Multiple Geographic Scales in Large U.S. School Districts, 1990-2010.” 2018. Thesis, Penn State University. Accessed April 16, 2021. https://submit-etda.libraries.psu.edu/catalog/15659kat5123.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Taylor, Kendra Adele. “New Directions for Integration Policy: Exploring Racial and Income Segregation at Multiple Geographic Scales in Large U.S. School Districts, 1990-2010.” 2018. Web. 16 Apr 2021.

Vancouver:

Taylor KA. New Directions for Integration Policy: Exploring Racial and Income Segregation at Multiple Geographic Scales in Large U.S. School Districts, 1990-2010. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Apr 16]. Available from: https://submit-etda.libraries.psu.edu/catalog/15659kat5123.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Taylor KA. New Directions for Integration Policy: Exploring Racial and Income Segregation at Multiple Geographic Scales in Large U.S. School Districts, 1990-2010. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15659kat5123

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

4. Thomas, Tori Lashan. Race, High School Racial Segregation, and Educational Attainment Outcomes.

Degree: 2020, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/17733tlt215

► This dissertation examines how high school racial segregation moderates the relationship between race/ethnicity and educational attainment outcomes among Black, white, and Hispanic students. Based on… (more)

▼ This dissertation examines how high school racial segregation moderates the relationship between race/ethnicity and educational attainment outcomes among Black, white, and Hispanic students. Based on previous research, I classify schools as being racially isolated white (0-10% Black and Hispanic), majority white diverse (10.1 to 49.9% Black and Hispanic), majority minority diverse (50-89.9% Black and Hispanic), or racially isolated minority (90 to 100% Black and Hispanic). For all three chapters, I turn to four theories to guide my research expectations on how high school racial segregation moderates the relationship between race/ethnicity and this dissertation’s outcomes: general resource theory, theory on concentrated disadvantage, intergroup contact theory, and theory regarding critical mass. I expected to find that attending racially desegregated schools, which offer both plentiful resources and diversity, would be beneficial for all racial/ethnic groups, especially Blacks and Hispanics. For all three chapters I analyze Waves I and IV of the National Longitudinal Study of Adolescent to Adult Health (Add Health). The main analyses for all three chapters are based on multi-level- logistic and/or multinomial regression models. The first chapter explored how high school racial segregation moderates the relationship between race/ethnicity and high school completion as well as enrollment in two-year and four-year post-secondary institutions. Results show that high school racial segregation has almost no association with high school completion net of confounders. The one exception is that Blacks in majority white diverse schools are more likely than their Hispanic peers to graduate from high school. Though statistically significant, this difference is small. However, high school racial segregation did moderate Blacks’ and Hispanics’ post-secondary enrollment outcomes net of confounders. Aligning with all four theories, Blacks attending majority white diverse and majority minority schools, respectively, were more likely than those at racially isolated minority schools to enroll in two-year degree programs. Also aligning with all four theories, Blacks at majority minority diverse schools were more likely than those at racially isolated minority schools to enroll in four-year degree programs. However, findings for Hispanics are not as straightforward. Aligning with all four theories, one finding showed that Hispanics at majority white diverse schools were more likely than their co-ethnics at racially isolated white schools and racially isolated minority schools to enroll in two-year degree programs. However, aligning with only general resource theory and theory on concentrated disadvantage, the other finding showed that Hispanics at segregated white schools were more likely than those at majority white diverse and majority minority diverse schools to enroll in four-year degree programs. The second chapter explores how high school racial segregation moderates the relationship between race/ethnicity and having unrealized… Advisors/Committee Members: Michelle Lynn Frisco, Dissertation Advisor/Co-Advisor, Michelle Lynn Frisco, Committee Chair/Co-Chair, John David Iceland, Committee Member, David M Ramey, Committee Member, Erica Frankenberg, Outside Member, Jennifer Lynne Van Hook, Program Head/Chair.

Subjects/Keywords: school racial segregation; race/ethnicity; postsecondary outcomes

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APA (6^th Edition):

Thomas, T. L. (2020). Race, High School Racial Segregation, and Educational Attainment Outcomes. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/17733tlt215

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Thomas, Tori Lashan. “Race, High School Racial Segregation, and Educational Attainment Outcomes.” 2020. Thesis, Penn State University. Accessed April 16, 2021. https://submit-etda.libraries.psu.edu/catalog/17733tlt215.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Thomas, Tori Lashan. “Race, High School Racial Segregation, and Educational Attainment Outcomes.” 2020. Web. 16 Apr 2021.

Vancouver:

Thomas TL. Race, High School Racial Segregation, and Educational Attainment Outcomes. [Internet] [Thesis]. Penn State University; 2020. [cited 2021 Apr 16]. Available from: https://submit-etda.libraries.psu.edu/catalog/17733tlt215.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thomas TL. Race, High School Racial Segregation, and Educational Attainment Outcomes. [Thesis]. Penn State University; 2020. Available from: https://submit-etda.libraries.psu.edu/catalog/17733tlt215

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Tulane University

5. Stern, Walter C. The Negro's Place: Schools, Race, And The Making Of Modern New Orleans, 1900-1960.

Degree: PhD, 2014, Tulane University

URL: https://digitallibrary.tulane.edu/islandora/object/tulane:27767

►

"The Negro's Place" examines the relationship between public education and urban development in twentieth-century New Orleans, arguing that the expansion of segregated public schooling eroded… (more)

Subjects/Keywords: Residential segregation; School segregation; Jim Crow; School of Liberal Arts; History; Ph.D

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APA (6^th Edition):

Stern, W. C. (2014). The Negro's Place: Schools, Race, And The Making Of Modern New Orleans, 1900-1960. (Doctoral Dissertation). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:27767

Chicago Manual of Style (16^th Edition):

Stern, Walter C. “The Negro's Place: Schools, Race, And The Making Of Modern New Orleans, 1900-1960.” 2014. Doctoral Dissertation, Tulane University. Accessed April 16, 2021. https://digitallibrary.tulane.edu/islandora/object/tulane:27767.

MLA Handbook (7^th Edition):

Stern, Walter C. “The Negro's Place: Schools, Race, And The Making Of Modern New Orleans, 1900-1960.” 2014. Web. 16 Apr 2021.

Vancouver:

Stern WC. The Negro's Place: Schools, Race, And The Making Of Modern New Orleans, 1900-1960. [Internet] [Doctoral dissertation]. Tulane University; 2014. [cited 2021 Apr 16]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:27767.

Council of Science Editors:

Stern WC. The Negro's Place: Schools, Race, And The Making Of Modern New Orleans, 1900-1960. [Doctoral Dissertation]. Tulane University; 2014. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:27767

University of Oklahoma

6. Moaning-Norris, Tamia Deshenne. Present Day Implications of the School Desegreation Decision in Board of Education of Oklahoma City Public Schools v. Dowell (1991).

Degree: EdD, 2013, University of Oklahoma

URL: http://hdl.handle.net/11244/319082

► Data to inform the study were collected through OKCPS and Oklahoma City historical documents, demographic data, participant interviews, and personal introspection. Conclusively, it was found… (more)

Subjects/Keywords: De facto school segregation – Oklahoma – Oklahoma City; Segregation in education – Oklahoma – Oklahoma City

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APA (6^th Edition):

Moaning-Norris, T. D. (2013). Present Day Implications of the School Desegreation Decision in Board of Education of Oklahoma City Public Schools v. Dowell (1991). (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319082

Chicago Manual of Style (16^th Edition):

Moaning-Norris, Tamia Deshenne. “Present Day Implications of the School Desegreation Decision in Board of Education of Oklahoma City Public Schools v. Dowell (1991).” 2013. Doctoral Dissertation, University of Oklahoma. Accessed April 16, 2021. http://hdl.handle.net/11244/319082.

MLA Handbook (7^th Edition):

Moaning-Norris, Tamia Deshenne. “Present Day Implications of the School Desegreation Decision in Board of Education of Oklahoma City Public Schools v. Dowell (1991).” 2013. Web. 16 Apr 2021.

Vancouver:

Moaning-Norris TD. Present Day Implications of the School Desegreation Decision in Board of Education of Oklahoma City Public Schools v. Dowell (1991). [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2021 Apr 16]. Available from: http://hdl.handle.net/11244/319082.

Council of Science Editors:

Moaning-Norris TD. Present Day Implications of the School Desegreation Decision in Board of Education of Oklahoma City Public Schools v. Dowell (1991). [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/319082

Temple University

7. Farrie, Danielle C. School Choice and Segregation: How Race Influences Choices and the Consequences for Neighborhood Public Schools.

Degree: PhD, 2008, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,8656

►

Sociology

This dissertation examines the relationship between school choice and race. I examine whether the racial composition of schools influences choices and whether choices of… (more)

▼

Sociology

This dissertation examines the relationship between school choice and race. I examine whether the racial composition of schools influences choices and whether choices of private and public choice schools lead to greater segregation and stratification in neighborhood schools. I improve on existing research by adopting the theoretical framework used in neighborhood preferences literature to distinguish between race and race-associated reasons as motivations for avoiding racially integrating schools. This study utilizes geocoded data from the Philadelphia Area Study (PAS) and elementary school catchment maps to examine families' preferences and behaviors in the context of the actual conditions of their assigned schools. Catchment maps are integrated with Census data to determine whether choice schools have a role in white flight and segregation and stratification in neighborhood schools. The findings suggest that families are most likely to avoid neighborhood schools with high proportions of racial minorities. However, attitudes regarding racial climates are more consistent predictors of preferences than the actual racial composition of local schools. Highly segregated neighborhood schools satisfy families who desire racially homogeneous school climates, as do private schools. Families who seek diverse environments are more likely to look to charter and magnet schools. The white flight analysis shows that whites are more likely to leave schools that have modest proportions of black students, and less likely to leave schools that are already integrated. These results suggest that whites react especially strongly to schools with low levels of integration, and those who remain in the few racially balanced schools do so out of a preference for diversity or because they do not have the resources to leave. Public choice schools spur white flight in urban areas, but actually reduce flight in suburban schools. Finally, I find that choice schools do not uniformly affect the degree to which racial groups are spatially segregated from whites, and they also do not uniformly affect the degree to which racial groups attend more or less disadvantaged schools than whites. This suggests that segregation and stratification are two distinct aspects of racial inequality and should be considered separately when evaluating the effectiveness of choice programs.

Temple University – Theses

Advisors/Committee Members: Goyette, Kimberly A., Elesh, David, Saporito, Salvatore, Horvat, Erin McNamara.

Subjects/Keywords: Education, Sociology of; school choice; school segregation; race; white flight; Philadelphia

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APA (6^th Edition):

Farrie, D. C. (2008). School Choice and Segregation: How Race Influences Choices and the Consequences for Neighborhood Public Schools. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,8656

Chicago Manual of Style (16^th Edition):

Farrie, Danielle C. “School Choice and Segregation: How Race Influences Choices and the Consequences for Neighborhood Public Schools.” 2008. Doctoral Dissertation, Temple University. Accessed April 16, 2021. http://digital.library.temple.edu/u?/p245801coll10,8656.

MLA Handbook (7^th Edition):

Farrie, Danielle C. “School Choice and Segregation: How Race Influences Choices and the Consequences for Neighborhood Public Schools.” 2008. Web. 16 Apr 2021.

Vancouver:

Farrie DC. School Choice and Segregation: How Race Influences Choices and the Consequences for Neighborhood Public Schools. [Internet] [Doctoral dissertation]. Temple University; 2008. [cited 2021 Apr 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,8656.

Council of Science Editors:

Farrie DC. School Choice and Segregation: How Race Influences Choices and the Consequences for Neighborhood Public Schools. [Doctoral Dissertation]. Temple University; 2008. Available from: http://digital.library.temple.edu/u?/p245801coll10,8656

University of Georgia

8. Kiracofe, Christine Susan. The relationship between public school desegregation and funding litigation.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/21873

► It has been fifty years since the U.S. Supreme Court held that separate race schools are inherently unequal in Brown v. Board of Education. Through… (more)

Subjects/Keywords: Desegregation; school funding litigation; school law; funding equity; de jure segregation; de facto segregation; Brown v. Board of Education; integration

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APA (6^th Edition):

Kiracofe, C. S. (2014). The relationship between public school desegregation and funding litigation. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21873

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kiracofe, Christine Susan. “The relationship between public school desegregation and funding litigation.” 2014. Thesis, University of Georgia. Accessed April 16, 2021. http://hdl.handle.net/10724/21873.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kiracofe, Christine Susan. “The relationship between public school desegregation and funding litigation.” 2014. Web. 16 Apr 2021.

Vancouver:

Kiracofe CS. The relationship between public school desegregation and funding litigation. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Apr 16]. Available from: http://hdl.handle.net/10724/21873.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kiracofe CS. The relationship between public school desegregation and funding litigation. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21873

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of California – Riverside

9. Maier, Audrey Marie. Sharing the History of School Desegregation in Bryn Mawr, California: A Community’s Continued Assertion of Their Rights and Their History.

Degree: History, 2018, University of California – Riverside

URL: http://www.escholarship.org/uc/item/3fr1h5bs

► This project focus on the case study of the segregated “Mexican School” in Bryn Mawr, California. The author situates this case study within the larger… (more)

Subjects/Keywords: History; Bryn Mawr; Community Archives; Loma Linda; Mexican-American; School Segregation

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APA (6^th Edition):

Maier, A. M. (2018). Sharing the History of School Desegregation in Bryn Mawr, California: A Community’s Continued Assertion of Their Rights and Their History. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/3fr1h5bs

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Maier, Audrey Marie. “Sharing the History of School Desegregation in Bryn Mawr, California: A Community’s Continued Assertion of Their Rights and Their History.” 2018. Thesis, University of California – Riverside. Accessed April 16, 2021. http://www.escholarship.org/uc/item/3fr1h5bs.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Maier, Audrey Marie. “Sharing the History of School Desegregation in Bryn Mawr, California: A Community’s Continued Assertion of Their Rights and Their History.” 2018. Web. 16 Apr 2021.

Vancouver:

Maier AM. Sharing the History of School Desegregation in Bryn Mawr, California: A Community’s Continued Assertion of Their Rights and Their History. [Internet] [Thesis]. University of California – Riverside; 2018. [cited 2021 Apr 16]. Available from: http://www.escholarship.org/uc/item/3fr1h5bs.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Maier AM. Sharing the History of School Desegregation in Bryn Mawr, California: A Community’s Continued Assertion of Their Rights and Their History. [Thesis]. University of California – Riverside; 2018. Available from: http://www.escholarship.org/uc/item/3fr1h5bs

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Liberty University

10. Berry, Billie Wright. The Impact of Racial Segregation on School Performance in Charter Schools.

Degree: 2020, Liberty University

URL: https://digitalcommons.liberty.edu/doctoral/2522

► Now in existence for over two decades, charter schools have become a divisive issue in American public education. Advocates contend that charters provide students and… (more)

Subjects/Keywords: Charter Schools; Segregation; School Choice; Social Inequality; Education

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APA (6^th Edition):

Berry, B. W. (2020). The Impact of Racial Segregation on School Performance in Charter Schools. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2522

Chicago Manual of Style (16^th Edition):

Berry, Billie Wright. “The Impact of Racial Segregation on School Performance in Charter Schools.” 2020. Doctoral Dissertation, Liberty University. Accessed April 16, 2021. https://digitalcommons.liberty.edu/doctoral/2522.

MLA Handbook (7^th Edition):

Berry, Billie Wright. “The Impact of Racial Segregation on School Performance in Charter Schools.” 2020. Web. 16 Apr 2021.

Vancouver:

Berry BW. The Impact of Racial Segregation on School Performance in Charter Schools. [Internet] [Doctoral dissertation]. Liberty University; 2020. [cited 2021 Apr 16]. Available from: https://digitalcommons.liberty.edu/doctoral/2522.

Council of Science Editors:

Berry BW. The Impact of Racial Segregation on School Performance in Charter Schools. [Doctoral Dissertation]. Liberty University; 2020. Available from: https://digitalcommons.liberty.edu/doctoral/2522

Syracuse University

11. Oh, Sun Jung. Three essays on the impact of student assignment policies.

Degree: PhD, Social Sciences, 2015, Syracuse University

URL: https://surface.syr.edu/etd/264

► This dissertation is comprised of three essays, which study the impact of student assignment policies. The first two papers investigate the impacts of the… (more)

Subjects/Keywords: School Choice; Segregation; Student Assignment; Unitary; Social and Behavioral Sciences

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APA (6^th Edition):

Oh, S. J. (2015). Three essays on the impact of student assignment policies. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/etd/264

Chicago Manual of Style (16^th Edition):

Oh, Sun Jung. “Three essays on the impact of student assignment policies.” 2015. Doctoral Dissertation, Syracuse University. Accessed April 16, 2021. https://surface.syr.edu/etd/264.

MLA Handbook (7^th Edition):

Oh, Sun Jung. “Three essays on the impact of student assignment policies.” 2015. Web. 16 Apr 2021.

Vancouver:

Oh SJ. Three essays on the impact of student assignment policies. [Internet] [Doctoral dissertation]. Syracuse University; 2015. [cited 2021 Apr 16]. Available from: https://surface.syr.edu/etd/264.

Council of Science Editors:

Oh SJ. Three essays on the impact of student assignment policies. [Doctoral Dissertation]. Syracuse University; 2015. Available from: https://surface.syr.edu/etd/264

University of Surrey

12. Dacosta, Cornel. Ideology and practice within the black supplementary school movement.

Degree: PhD, 1987, University of Surrey

URL: http://epubs.surrey.ac.uk/917/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379425

Subjects/Keywords: 370; School segregation by race

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APA (6^th Edition):

Dacosta, C. (1987). Ideology and practice within the black supplementary school movement. (Doctoral Dissertation). University of Surrey. Retrieved from http://epubs.surrey.ac.uk/917/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379425

Chicago Manual of Style (16^th Edition):

Dacosta, Cornel. “Ideology and practice within the black supplementary school movement.” 1987. Doctoral Dissertation, University of Surrey. Accessed April 16, 2021. http://epubs.surrey.ac.uk/917/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379425.

MLA Handbook (7^th Edition):

Dacosta, Cornel. “Ideology and practice within the black supplementary school movement.” 1987. Web. 16 Apr 2021.

Vancouver:

Dacosta C. Ideology and practice within the black supplementary school movement. [Internet] [Doctoral dissertation]. University of Surrey; 1987. [cited 2021 Apr 16]. Available from: http://epubs.surrey.ac.uk/917/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379425.

Council of Science Editors:

Dacosta C. Ideology and practice within the black supplementary school movement. [Doctoral Dissertation]. University of Surrey; 1987. Available from: http://epubs.surrey.ac.uk/917/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379425

13. Flora IV, Ernest. Instant Schools: The Frenzied Formation And Early Days Of The Mississippi Private School Association.

Degree: PhD, Education, 2020, University of Mississippi

URL: https://egrove.olemiss.edu/etd/1853

► The founding leadership of the Mississippi Private School Association (MPSA) used individual experience and extensive networking via the Citizens’ Council along with the community’s belief… (more)

▼ The founding leadership of the Mississippi Private School Association (MPSA) used individual experience and extensive networking via the Citizens’ Council along with the community’s belief and desire to maintain white-only schools to create a coalition of quickly formed but well-resourced private schools. This political and social clout afforded them the ability to create a large, powerful organization almost “instantly” during a pivotal moment of southern educational history. Scholar Kenneth T. Andrews called the establishment of all-white academies in Mississippi, “a countermovement strategy that flowed out of the prior history of organized white resistance to the civil-rights movement.” The significance of this narrative lies in timing and ambitious, aggressive scope of the organization. In the fall of 1964 there were nine private day schools in Mississippi that were not affiliated with either the military or the Catholic Church. The MPSA officially formed in 1968 and by 1972 the organization had an enrollment of 30,515 students spread across 110+ schools in four states. Not only is the organization’s rapid growth significant in the understanding of reactions to the Civil Rights movement, but also the roots and style of its leadership. The individuals that founded the MPSA and sat on the executive committee were seasoned organization builders that utilized their networks and experiences as influential members of the Citizens Council to quickly buttress the MPSA. Because these Mississippi leaders believed that forcible integration of their segregated schools by the United States government was imminent, they organized an association of private schools that would allow white Mississippians to take ownership of all local education processes and norms. By providing a legitimate alternative to the state’s public schools that was fully accredited, comparable with resources, including a full slate of extracurricular activities, these men were able to drastically mitigate against the equity for all children that was intended when K-12 education in Mississippi was integrated. Advisors/Committee Members: Amy E Wells Dolan, Kerry B Melear, Jeffrey T Jackson.

Subjects/Keywords: Citizens Council; Mississippi; Mississippi Private School Association; MPSA; Private Academy; segregation

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APA (6^th Edition):

Flora IV, E. (2020). Instant Schools: The Frenzied Formation And Early Days Of The Mississippi Private School Association. (Doctoral Dissertation). University of Mississippi. Retrieved from https://egrove.olemiss.edu/etd/1853

Chicago Manual of Style (16^th Edition):

Flora IV, Ernest. “Instant Schools: The Frenzied Formation And Early Days Of The Mississippi Private School Association.” 2020. Doctoral Dissertation, University of Mississippi. Accessed April 16, 2021. https://egrove.olemiss.edu/etd/1853.

MLA Handbook (7^th Edition):

Flora IV, Ernest. “Instant Schools: The Frenzied Formation And Early Days Of The Mississippi Private School Association.” 2020. Web. 16 Apr 2021.

Vancouver:

Flora IV E. Instant Schools: The Frenzied Formation And Early Days Of The Mississippi Private School Association. [Internet] [Doctoral dissertation]. University of Mississippi; 2020. [cited 2021 Apr 16]. Available from: https://egrove.olemiss.edu/etd/1853.

Council of Science Editors:

Flora IV E. Instant Schools: The Frenzied Formation And Early Days Of The Mississippi Private School Association. [Doctoral Dissertation]. University of Mississippi; 2020. Available from: https://egrove.olemiss.edu/etd/1853

14. Hällqvist, Gabriel. ”Varför ska ni stänga ner skolan?” : OM EN SKOLAS BETYDELSE I ETT ”SEGREGERAT” OMRÅDE.

Degree: Education and Social Sciences, 2020, Örebro University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-80096

► In 2017 a junior high school in Vivalla, a local area in Örebro, Sweden described as a “segregated” area, was closed. The decision was… (more)

Subjects/Keywords: School closure; segregation; stigmatization; community; place; social inclusion; Social Sciences; Samhällsvetenskap

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APA (6^th Edition):

Hällqvist, G. (2020). ”Varför ska ni stänga ner skolan?” : OM EN SKOLAS BETYDELSE I ETT ”SEGREGERAT” OMRÅDE. (Thesis). Örebro University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-80096

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hällqvist, Gabriel. “”Varför ska ni stänga ner skolan?” : OM EN SKOLAS BETYDELSE I ETT ”SEGREGERAT” OMRÅDE.” 2020. Thesis, Örebro University. Accessed April 16, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-80096.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hällqvist, Gabriel. “”Varför ska ni stänga ner skolan?” : OM EN SKOLAS BETYDELSE I ETT ”SEGREGERAT” OMRÅDE.” 2020. Web. 16 Apr 2021.

Vancouver:

Hällqvist G. ”Varför ska ni stänga ner skolan?” : OM EN SKOLAS BETYDELSE I ETT ”SEGREGERAT” OMRÅDE. [Internet] [Thesis]. Örebro University; 2020. [cited 2021 Apr 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-80096.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hällqvist G. ”Varför ska ni stänga ner skolan?” : OM EN SKOLAS BETYDELSE I ETT ”SEGREGERAT” OMRÅDE. [Thesis]. Örebro University; 2020. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-80096

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Maryland

15. Kobren, Martin Edward. Taxing Ourselves: Understanding School Tax Elections.

Degree: Government and Politics, 2015, University of Maryland

URL: http://hdl.handle.net/1903/16901

► Americans have increasingly segregated themselves over the last 40 years by wealth and political orientation. I argue that this segregation affects the way communities react… (more)

Subjects/Keywords: Political science; Local; Partisan; School; Segregation; Tax; Wealth

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APA (6^th Edition):

Kobren, M. E. (2015). Taxing Ourselves: Understanding School Tax Elections. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/16901

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kobren, Martin Edward. “Taxing Ourselves: Understanding School Tax Elections.” 2015. Thesis, University of Maryland. Accessed April 16, 2021. http://hdl.handle.net/1903/16901.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kobren, Martin Edward. “Taxing Ourselves: Understanding School Tax Elections.” 2015. Web. 16 Apr 2021.

Vancouver:

Kobren ME. Taxing Ourselves: Understanding School Tax Elections. [Internet] [Thesis]. University of Maryland; 2015. [cited 2021 Apr 16]. Available from: http://hdl.handle.net/1903/16901.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kobren ME. Taxing Ourselves: Understanding School Tax Elections. [Thesis]. University of Maryland; 2015. Available from: http://hdl.handle.net/1903/16901

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Pennsylvania

16. Gazmuri, Ana Maria. Essays on the Economics of School Choice and Education Markets.

Degree: 2016, University of Pennsylvania

URL: https://repository.upenn.edu/edissertations/1732

► Improving education quality is an important concern in many countries around the world. Over the last few decades, many governments have introduced market mechanisms in… (more)

▼ Improving education quality is an important concern in many countries around the world. Over the last few decades, many governments have introduced market mechanisms in education with the objectives of enhancing choice and encouraging competition. In theory, increased competition between educational establishments should result in the provision of better quality education services to attract students. These reforms have given rise to fierce debates in political and scientific circles. In the first chapter I study the mechanisms that underlie student sorting in a mixed public-private system using a 2008 education reform implemented in Chile aimed at decreasing education inequality. Specifically, I exploit the shock to schools’ incentives to test for whether schools select students based on socioeconomic characteristics. I show that low-SES parent’s school choices are restricted by private school cream-skimming behavior. I estimate a demand model incorporating these admission restrictions to capture parental preferences for different school characteristics and peer composition. I show that ignoring cream-skimming leads to underestimating poor parents' preferences for school quality. I find that the decrease in cream-skimming induced by the reform led to lower public school enrollment and that strong preferences for high-income peers drove increased enrollment in schools that opted out of the reform. Overall, this led to increased segregation with higher impacts in markets with greater competition. In the second chapter I study the consequences of increased competition and geographic differentiation resulting from the deregulation of the Chilean college market and the increase in government scholarships and loans. We study the effects of these changes in market characteristics on the efficiency of the higher education system and the accessibility and quality of colleges. We estimate a sorting model to account for vertical and horizontal dimensions of differentiation and quantify the quality of public and private colleges. We find that most of the growth in enrollment comes from elite institutions that expand the size of existing programs and private universities that almost doubled their enrollment and at the same time doubling on average the number of programs offered. We calculate substitution patterns for when a program increase its quality. We find significant substitution between middle tier programs, whereas top tier universities tend to substitute mainly from other programs in that same range.

Subjects/Keywords: Chile; school choice; segregation; vouchers; Economics; Education Policy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gazmuri, A. M. (2016). Essays on the Economics of School Choice and Education Markets. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/1732

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gazmuri, Ana Maria. “Essays on the Economics of School Choice and Education Markets.” 2016. Thesis, University of Pennsylvania. Accessed April 16, 2021. https://repository.upenn.edu/edissertations/1732.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gazmuri, Ana Maria. “Essays on the Economics of School Choice and Education Markets.” 2016. Web. 16 Apr 2021.

Vancouver:

Gazmuri AM. Essays on the Economics of School Choice and Education Markets. [Internet] [Thesis]. University of Pennsylvania; 2016. [cited 2021 Apr 16]. Available from: https://repository.upenn.edu/edissertations/1732.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gazmuri AM. Essays on the Economics of School Choice and Education Markets. [Thesis]. University of Pennsylvania; 2016. Available from: https://repository.upenn.edu/edissertations/1732

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

17. Romero, Fabian. The Residential Segregation of Latino Immigrants in the U.S.: Exposure to Crime and the Effects of Place of Destination.

Degree: PhD, Sociology, 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/153859

► Even though spuriously, there is plenty of evidence that links race and ethnicity with street crime at the individual and aggregate levels. Typically, higher levels… (more)

▼ Even though spuriously, there is plenty of evidence that links race and ethnicity with street crime at the individual and aggregate levels. Typically, higher levels of disadvantage are linked to higher crime levels. However, despite the average low socioeconomic status of Latinos, the low crime proneness—particularly—of first-generation Latino immigrants has been well established in the literature with plenty of quantifiable evidence. This phenomenon has been called the Latino Criminological Paradox, or the Latino Paradox of Crime. In this dissertation, I use crime data from the National Neighborhood Crime Study 2000 (NNCS) and demographic data from 2000 Census’ Summary File 3 (SF3) to assess whether a “paradox” exists. Then, I analyze the extent of this so-called “paradox” in terms of exposure to crime for Latino and non-Latino groups in traditional and non-traditional Latino immigrant destinations. I conclude my dissertation with Ordinary Least Squares (OLS) and Ordered Logistic Regression analyses to assess the effect that different variables have on crime rates and over-exposure to crime in 64 metropolitan areas. This research shows that a Latino Criminological Paradox exists regardless of the type of destination in which immigrants settle. Even when Latino immigrants are residentially segregated to a similar extent than that of Black populations, immigrants are exposed to less crime in their neighborhoods. This research also shows that Latino immigrants experience some upward social mobility (in terms of residential attainment) after a period of 10 years of residence in the United States. In addition, I found no evidence to suggest that this “paradox” is more noticeable in traditional Latino immigrant destination than in non-traditional destinations, nor that residential attainment varies by type of destination. One of the major contributions of this research is that it focuses on the residential segregation of Latino immigrants and its correlation with exposure to crime. Unlike previous literature, this research does not focus on criminal victimization or offending. In addition, this research analyzes data from 91 cities across the country, something that—to my understanding—has not been done before. Advisors/Committee Members: Poston, Dudley (advisor), Foster, Holly (committee member), McIntosh, William Alex (committee member), Murguia, Edward (committee member).

Subjects/Keywords: crime; residential segregation; Chicago School; dissimilarity; segregation indices; Latino Paradox; Latino Epidemiological Paradox; Latino Criminological Paradox; UCR; NNCS

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APA (6^th Edition):

Romero, F. (2014). The Residential Segregation of Latino Immigrants in the U.S.: Exposure to Crime and the Effects of Place of Destination. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153859

Chicago Manual of Style (16^th Edition):

Romero, Fabian. “The Residential Segregation of Latino Immigrants in the U.S.: Exposure to Crime and the Effects of Place of Destination.” 2014. Doctoral Dissertation, Texas A&M University. Accessed April 16, 2021. http://hdl.handle.net/1969.1/153859.

MLA Handbook (7^th Edition):

Romero, Fabian. “The Residential Segregation of Latino Immigrants in the U.S.: Exposure to Crime and the Effects of Place of Destination.” 2014. Web. 16 Apr 2021.

Vancouver:

Romero F. The Residential Segregation of Latino Immigrants in the U.S.: Exposure to Crime and the Effects of Place of Destination. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2021 Apr 16]. Available from: http://hdl.handle.net/1969.1/153859.

Council of Science Editors:

Romero F. The Residential Segregation of Latino Immigrants in the U.S.: Exposure to Crime and the Effects of Place of Destination. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153859

18. Willy, Do. Vinnarskolor & Förlorarskolor : En kritisk stuide av vithet i skolorganisationer.

Degree: Social Sciences, 2015, Södertörn University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29436

► Uppsatsen tar ett avstamp i studier av den svenska skolmarknaden. Med företagen som ideal förmås skolorna att med uppgifterna som producenter konkurrera om elever… (more)

Subjects/Keywords: School Market; Segregation; Winning Schools; Losing Schools; Postcolonialism; Bourdieu; Intersectionality; Organization Theory; Skolmarknad; Segregation; Vinnarskolor; Förlorarskolor; Postkolonialism; Bourdieu; Intersektionalitet; Organisationsteori

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Willy, D. (2015). Vinnarskolor & Förlorarskolor : En kritisk stuide av vithet i skolorganisationer. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29436

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Willy, Do. “Vinnarskolor & Förlorarskolor : En kritisk stuide av vithet i skolorganisationer.” 2015. Thesis, Södertörn University. Accessed April 16, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29436.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Willy, Do. “Vinnarskolor & Förlorarskolor : En kritisk stuide av vithet i skolorganisationer.” 2015. Web. 16 Apr 2021.

Vancouver:

Willy D. Vinnarskolor & Förlorarskolor : En kritisk stuide av vithet i skolorganisationer. [Internet] [Thesis]. Södertörn University; 2015. [cited 2021 Apr 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29436.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Willy D. Vinnarskolor & Förlorarskolor : En kritisk stuide av vithet i skolorganisationer. [Thesis]. Södertörn University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29436

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Wisconsin – Milwaukee

19. Miner, Michael A. A Nation Rated? School Segregation and the Distribution of a School Resource: the Role of Accountability Ratings in Metropolitan Public Schools.

Degree: PhD, Sociology, 2020, University of Wisconsin – Milwaukee

URL: https://dc.uwm.edu/etd/2406

► Overview. This dissertation examines how school accountability ratings are associated with school segregation, how they shape public perceptions of school quality and how they… (more)

Subjects/Keywords: Accountability Ratings; Experimental Methods; Multilevel Models; Racial/Ethnic Inequality; School Inequality; School Segregation; Sociology

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APA (6^th Edition):

Miner, M. A. (2020). A Nation Rated? School Segregation and the Distribution of a School Resource: the Role of Accountability Ratings in Metropolitan Public Schools. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/2406

Chicago Manual of Style (16^th Edition):

Miner, Michael A. “A Nation Rated? School Segregation and the Distribution of a School Resource: the Role of Accountability Ratings in Metropolitan Public Schools.” 2020. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed April 16, 2021. https://dc.uwm.edu/etd/2406.

MLA Handbook (7^th Edition):

Miner, Michael A. “A Nation Rated? School Segregation and the Distribution of a School Resource: the Role of Accountability Ratings in Metropolitan Public Schools.” 2020. Web. 16 Apr 2021.

Vancouver:

Miner MA. A Nation Rated? School Segregation and the Distribution of a School Resource: the Role of Accountability Ratings in Metropolitan Public Schools. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2020. [cited 2021 Apr 16]. Available from: https://dc.uwm.edu/etd/2406.

Council of Science Editors:

Miner MA. A Nation Rated? School Segregation and the Distribution of a School Resource: the Role of Accountability Ratings in Metropolitan Public Schools. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2020. Available from: https://dc.uwm.edu/etd/2406

Boston College

20. Peters, Lyda S. Reclaiming the Narrative: Black Community Activism and Boston School Desegregation History 1960-1975.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2017, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:107318

► This research study is a historical analysis of Boston school desegregation viewed through the lens of Black Bostonians who gave rise to a Black Education… (more)

Subjects/Keywords: black activism; black community agency; boston school desegregation; race; resilience; school segregation

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APA (6^th Edition):

Peters, L. S. (2017). Reclaiming the Narrative: Black Community Activism and Boston School Desegregation History 1960-1975. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107318

Chicago Manual of Style (16^th Edition):

Peters, Lyda S. “Reclaiming the Narrative: Black Community Activism and Boston School Desegregation History 1960-1975.” 2017. Doctoral Dissertation, Boston College. Accessed April 16, 2021. http://dlib.bc.edu/islandora/object/bc-ir:107318.

MLA Handbook (7^th Edition):

Peters, Lyda S. “Reclaiming the Narrative: Black Community Activism and Boston School Desegregation History 1960-1975.” 2017. Web. 16 Apr 2021.

Vancouver:

Peters LS. Reclaiming the Narrative: Black Community Activism and Boston School Desegregation History 1960-1975. [Internet] [Doctoral dissertation]. Boston College; 2017. [cited 2021 Apr 16]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107318.

Council of Science Editors:

Peters LS. Reclaiming the Narrative: Black Community Activism and Boston School Desegregation History 1960-1975. [Doctoral Dissertation]. Boston College; 2017. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107318

University of Illinois – Urbana-Champaign

21. Parker, Jasmine D. Desegregation in post-Brown Dallas, Texas: a historical narrative attributing the response and social activism efforts of African American Dallasites, 1950s-1970s.

Degree: PhD, Educ, Policy, Orgzn & Leadrshp, 2015, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/78723

► This study examines the role appointed desegregation committees had on the evolution of the public schooling experience in Dallas, Texas during the mid-twentieth century. It… (more)

▼ This study examines the role appointed desegregation committees had on the evolution of the public schooling experience in Dallas, Texas during the mid-twentieth century. It has a twofold purpose dating back to the eras commonly referred to as Plessy and Brown, respectively. On May 17, 1954, the Supreme Court of the United States presented to the world its reasoning in the case of Brown v. Board of Education. The Court declared legally segregated public schooling facilities unconstitutional. However, this original decision of the Court failed to enunciate how and when school districts were to end segregated schooling. In a later decision, known as Brown II, the organizational strategies and implementation responsibilities in desegregation plans were designated the responsibility of city leadership, school boards, and local courts of law. Resultantly, this investigation seeks to address the relationship between local culture, civic leaders, and federal requirements, specifically their influence and contribution, as it relates to the legal journey of creating institutionally desegregated facilities. These relationships are investigated to better understand the themes of access and equal opportunity when examining improved schooling conditions in the Dallas Independent School District. Through the use of discourse analysis and narrative storytelling via: interviews, newspapers, handwritten letters, judicial proceedings, judge’s notes, scholastic assessments, audio recordings, and field reports, this investigative study examines how Dallas, a once segregated Southwestern city, responded to the Brown rulings by utilizing organized desegregation strategies and tactics. Though civil rights history on the city of Dallas remains fragmented, this study seeks to fill gaps in the literature pertaining to Texas’ history of discrimination and the desegregation of the Dallas Independent School District. Advisors/Committee Members: Span, Christopher M. (advisor), Span, Christopher M. (Committee Chair), Anderson, James D. (committee member), Pratt-Clarke, Menah (committee member), Pak, Yoon K. (committee member), Baber, Lorenzo (committee member).

Subjects/Keywords: segregation; desegregation; resegregation; Texas history; Dallas; school; public school; Dallas Independent School District; Brown v Board

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Parker, J. D. (2015). Desegregation in post-Brown Dallas, Texas: a historical narrative attributing the response and social activism efforts of African American Dallasites, 1950s-1970s. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78723

Chicago Manual of Style (16^th Edition):

Parker, Jasmine D. “Desegregation in post-Brown Dallas, Texas: a historical narrative attributing the response and social activism efforts of African American Dallasites, 1950s-1970s.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 16, 2021. http://hdl.handle.net/2142/78723.

MLA Handbook (7^th Edition):

Parker, Jasmine D. “Desegregation in post-Brown Dallas, Texas: a historical narrative attributing the response and social activism efforts of African American Dallasites, 1950s-1970s.” 2015. Web. 16 Apr 2021.

Vancouver:

Parker JD. Desegregation in post-Brown Dallas, Texas: a historical narrative attributing the response and social activism efforts of African American Dallasites, 1950s-1970s. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2021 Apr 16]. Available from: http://hdl.handle.net/2142/78723.

Council of Science Editors:

Parker JD. Desegregation in post-Brown Dallas, Texas: a historical narrative attributing the response and social activism efforts of African American Dallasites, 1950s-1970s. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78723

University of Michigan

22. Christian-He, Yuan. Does Diversity Still Matter?Revisiting the Role of Racial and Socioeconomic Diversity in K-12 Education.

Degree: PhD, Sociology, 2020, University of Michigan

URL: http://hdl.handle.net/2027.42/163225

► Despite efforts toward school integration following the historical U.S. Supreme Court ruling in the case of Brown vs. Board of Education in 1954, evidence shows… (more)

▼ Despite efforts toward school integration following the historical U.S. Supreme Court ruling in the case of Brown vs. Board of Education in 1954, evidence shows that American schools have continued to see de-facto segregation along both racial and socioeconomic lines. This dissertation focuses on racial and socioeconomic diversity in the school context and strives to understand whether and how de-facto school segregation might shape educational inequality in the long run. In the first empirical chapter, I use survey data from the Monitoring the Future Study (MTF) to examine the influence of school socioeconomic context on students’ educational expectations. The results pointed to context-specific meanings of diversity. In particular, in low-SES schools, the positive association between diversity and educational expectation is more pronounced among students with less educated parents than among their peers with more educated parents. However, an opposite pattern was found in medium- and high-SES schools, where students’ relative socioeconomic disadvantage in school acts as a moderator that attenuates the association between diversity and expectations. Consequently, in more advantaged schools, socioeconomically disadvantaged students benefit less from socioeconomic diversity than their more affluent peers, while in less-advantaged schools they benefit more. This chapter thereby points to both the benefits and potential drawbacks of school socioeconomic integration policies and suggests that socioeconomically disadvantaged students might not always be the ones who benefit most from such policies. In the second empirical chapter, I revisited the relevance of school racial diversity by applying a quasi-experimental design. Using data from the 2010 U.S. census and Monitoring the Future (MTF), I examined whether school racial context might play a role in shaping students’ race-related values. The results showed that even after adjusting for selection bias with the use of a full matching technique, students who attend less racially diverse high schools are significantly more likely to hold pro-segregation school preferences. I argued that ongoing school segregation may have a self-perpetuating tendency—schools lacking racial diversity might themselves become the soil in which pro-segregation ideologies are reproduced. The last empirical chapter moves above school-level analysis and considers the variation in racial and socioeconomic diversity at the school-district level. Using data from the Common Core Data (CCD) and the Stanford Education Data Archive (SEDA), I applied a longitudinal perspective to explore whether diversity trajectories differ across different school districts and examine the association between diversity trajectories and district-level test scores. The findings showed that predominantly-white school districts saw slight increase in racial diversity but remained the type of school districts with the lowest racial diversity. In comparison, mostly-nonwhite school districts saw noticeable decline in racial… Advisors/Committee Members: Burgard, Sarah Andrea (committee member), Pfeffer, Fabian T (committee member), Hansen, Ben B (committee member), Bruch, Elizabeth Eve (committee member).

Subjects/Keywords: Socioeconomic Diversity; Racial Diversity; School Context; School Segregation; K-12 Education; School Integration; Sociology; Social Sciences

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APA (6^th Edition):

Christian-He, Y. (2020). Does Diversity Still Matter?Revisiting the Role of Racial and Socioeconomic Diversity in K-12 Education. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/163225

Chicago Manual of Style (16^th Edition):

Christian-He, Yuan. “Does Diversity Still Matter?Revisiting the Role of Racial and Socioeconomic Diversity in K-12 Education.” 2020. Doctoral Dissertation, University of Michigan. Accessed April 16, 2021. http://hdl.handle.net/2027.42/163225.

MLA Handbook (7^th Edition):

Christian-He, Yuan. “Does Diversity Still Matter?Revisiting the Role of Racial and Socioeconomic Diversity in K-12 Education.” 2020. Web. 16 Apr 2021.

Vancouver:

Christian-He Y. Does Diversity Still Matter?Revisiting the Role of Racial and Socioeconomic Diversity in K-12 Education. [Internet] [Doctoral dissertation]. University of Michigan; 2020. [cited 2021 Apr 16]. Available from: http://hdl.handle.net/2027.42/163225.

Council of Science Editors:

Christian-He Y. Does Diversity Still Matter?Revisiting the Role of Racial and Socioeconomic Diversity in K-12 Education. [Doctoral Dissertation]. University of Michigan; 2020. Available from: http://hdl.handle.net/2027.42/163225

23. Cook, Jason B. Essays in the Economics of Education.

Degree: PhD, Economics, 2017, Cornell University

URL: http://hdl.handle.net/1813/51572

► This dissertation is comprised of three essays, each studying a different aspect related to topics in the economics of education. These pieces each study how… (more)

▼ This dissertation is comprised of three essays, each studying a different aspect related to topics in the economics of education. These pieces each study how education production is impacted by different economic forces. In Chapter 1, I study the effect of racial segregation on academic achievement, college preparation, and postsecondary attainment in a large, urban school district. To achieve racial balance in its oversubscribed magnet schools, this district conducted separate admissions lotteries for black and non-black students. Because the student body was predominantly black, administrators set aside disproportionately more seats for the non-black lottery. In 2003, the federal Office of Civil Rights forced this district to instead use a race-blind lottery procedure that dramatically increased racial segregation for incoming magnet school cohorts. In an instrumental variables framework that exploits both randomized lottery offers and this unanticipated shock to racial makeup, I test whether student racial composition is a meaningful input in the education production function. As a baseline, I use admissions lotteries to estimate the effect of enrolling in a magnet middle school on student outcomes. In general, enrollment returns are comparable between magnet and traditional schools, but I estimate heterogeneous magnet school effects across student subgroups. Education production is sensitive to school racial composition in that segregation has a deleterious impact on student outcomes. I find that increasing the share of black peers in a cohort decreases student achievement in math, science, and writing for black students with losses primarily driven by high-aptitude black students. Further, racial segregation erodes high school graduation rates and also decreases college attendance by reducing enrollment at 2-year institutions among female black students. These findings suggest that policies aimed at achieving racial balance in schools will likely increase aggregate educational achievement. Chapter 2 examines the impact of competition due to charter school entry on the level and composition of expenditures within traditional public school districts (TPSDs). I leverage policy changes affecting the location and timing of charter entry to account for endogenous charter competition. TPSDs respond to competition by allocating resources away from instructional and other expenditures towards new capital construction. Using teacher contracts, I show the declines in instructional spending are partially due to decreases in collectively bargained salaries. Competition depresses appraised housing valuations, in turn causing TPSDs to lose property tax revenues resulting in a decline in overall spending. In Chapter 3, which is joint work with Richard Mansfield, we use administrative panel data to decompose worker performance into components relating to general talent, task-specific talent, general experience, and task-specific experience. We consider the context of high school teachers, in which tasks consist of teaching… Advisors/Committee Members: Blau, Francine D (chair), Lovenheim, Michael (committee member), Matsudaira, Jordan (committee member).

Subjects/Keywords: Education Finance; Economics; Education; Charter Schools; Racial Segregation; School Finance; Student Achievement; Teacher Experience

8 more images…

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APA (6^th Edition):

Cook, J. B. (2017). Essays in the Economics of Education. (Doctoral Dissertation). Cornell University. Retrieved from http://hdl.handle.net/1813/51572

Chicago Manual of Style (16^th Edition):

Cook, Jason B. “Essays in the Economics of Education.” 2017. Doctoral Dissertation, Cornell University. Accessed April 16, 2021. http://hdl.handle.net/1813/51572.

MLA Handbook (7^th Edition):

Cook, Jason B. “Essays in the Economics of Education.” 2017. Web. 16 Apr 2021.

Vancouver:

Cook JB. Essays in the Economics of Education. [Internet] [Doctoral dissertation]. Cornell University; 2017. [cited 2021 Apr 16]. Available from: http://hdl.handle.net/1813/51572.

Council of Science Editors:

Cook JB. Essays in the Economics of Education. [Doctoral Dissertation]. Cornell University; 2017. Available from: http://hdl.handle.net/1813/51572

24. M. Piolatto. NEIGHBORHOOD AND SCHOOL SEGREGATION IN ITALY.

Degree: 2019, Università degli Studi di Milano

URL: http://hdl.handle.net/2434/636211

► This dissertation aims at investigating school segregation in lower secondary school in Italy. 2014 INVALSI data are used in conjunction with information from 2011 ISTAT… (more)

Subjects/Keywords: School segregation - Effects - Urban - Districts; Settore SPS/09 - Sociologia dei Processi economici e del Lavoro

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APA (6^th Edition):

Piolatto, M. (2019). NEIGHBORHOOD AND SCHOOL SEGREGATION IN ITALY. (Thesis). Università degli Studi di Milano. Retrieved from http://hdl.handle.net/2434/636211

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Piolatto, M.. “NEIGHBORHOOD AND SCHOOL SEGREGATION IN ITALY.” 2019. Thesis, Università degli Studi di Milano. Accessed April 16, 2021. http://hdl.handle.net/2434/636211.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Piolatto, M.. “NEIGHBORHOOD AND SCHOOL SEGREGATION IN ITALY.” 2019. Web. 16 Apr 2021.

Vancouver:

Piolatto M. NEIGHBORHOOD AND SCHOOL SEGREGATION IN ITALY. [Internet] [Thesis]. Università degli Studi di Milano; 2019. [cited 2021 Apr 16]. Available from: http://hdl.handle.net/2434/636211.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Piolatto M. NEIGHBORHOOD AND SCHOOL SEGREGATION IN ITALY. [Thesis]. Università degli Studi di Milano; 2019. Available from: http://hdl.handle.net/2434/636211

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Washington

25. Heftel, Elisabeth. The 1966 Seattle School Boycott and Freedom Schools: A Message That Persists.

Degree: 2020, University of Washington

URL: http://hdl.handle.net/1773/45955

► The 1966 Seattle school boycott and freedom schools represent a case of successful activism that did not translate into successful long-term policy. Instead, the value… (more)

Subjects/Keywords: boycott; civil rights; desegregation; freedom school; seattle; segregation; Education history; Black history; Education; Education - Seattle

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APA (6^th Edition):

Heftel, E. (2020). The 1966 Seattle School Boycott and Freedom Schools: A Message That Persists. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/45955

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Heftel, Elisabeth. “The 1966 Seattle School Boycott and Freedom Schools: A Message That Persists.” 2020. Thesis, University of Washington. Accessed April 16, 2021. http://hdl.handle.net/1773/45955.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Heftel, Elisabeth. “The 1966 Seattle School Boycott and Freedom Schools: A Message That Persists.” 2020. Web. 16 Apr 2021.

Vancouver:

Heftel E. The 1966 Seattle School Boycott and Freedom Schools: A Message That Persists. [Internet] [Thesis]. University of Washington; 2020. [cited 2021 Apr 16]. Available from: http://hdl.handle.net/1773/45955.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Heftel E. The 1966 Seattle School Boycott and Freedom Schools: A Message That Persists. [Thesis]. University of Washington; 2020. Available from: http://hdl.handle.net/1773/45955

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Uppsala University

26. Röllgårdh, Ellen. Värdekonflikter vid mottagandet av nyanlända : En fallstudie av mottagningssystemet kring nyanlända elever i Uppsala kommun.

Degree: Government, 2016, Uppsala University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-295845

► The thesis seeks to examine how newly arrived students are welcomed and introduced to the Swedish school system in Uppsala municipality. When organizing the… (more)

Subjects/Keywords: Newly arrived students; Integration; Segregation; Immigration; Swedish school system; Uppsala; Case study

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APA (6^th Edition):

Röllgårdh, E. (2016). Värdekonflikter vid mottagandet av nyanlända : En fallstudie av mottagningssystemet kring nyanlända elever i Uppsala kommun. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-295845

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Röllgårdh, Ellen. “Värdekonflikter vid mottagandet av nyanlända : En fallstudie av mottagningssystemet kring nyanlända elever i Uppsala kommun.” 2016. Thesis, Uppsala University. Accessed April 16, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-295845.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Röllgårdh, Ellen. “Värdekonflikter vid mottagandet av nyanlända : En fallstudie av mottagningssystemet kring nyanlända elever i Uppsala kommun.” 2016. Web. 16 Apr 2021.

Vancouver:

Röllgårdh E. Värdekonflikter vid mottagandet av nyanlända : En fallstudie av mottagningssystemet kring nyanlända elever i Uppsala kommun. [Internet] [Thesis]. Uppsala University; 2016. [cited 2021 Apr 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-295845.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Röllgårdh E. Värdekonflikter vid mottagandet av nyanlända : En fallstudie av mottagningssystemet kring nyanlända elever i Uppsala kommun. [Thesis]. Uppsala University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-295845

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Uppsala University

27. Hachem, Maéva. Do the Presence of Anchor Institutions Increase Opportunities in Life? : Exploring the Effects of Higher Education Institutions on Pupils’ School Achievements in different neighbourhood types.

Degree: Social and Economic Geography, 2019, Uppsala University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-377131

► The number of universities in Sweden has increased since the 1960s and universities have been discussed to have economic and social advantages to the… (more)

Subjects/Keywords: Anchor institution; university; residential segregation; school achievements; opportunities in life; neighbourhood effects; Cultural Studies; Kulturstudier

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APA (6^th Edition):

Hachem, M. (2019). Do the Presence of Anchor Institutions Increase Opportunities in Life? : Exploring the Effects of Higher Education Institutions on Pupils’ School Achievements in different neighbourhood types. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-377131

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hachem, Maéva. “Do the Presence of Anchor Institutions Increase Opportunities in Life? : Exploring the Effects of Higher Education Institutions on Pupils’ School Achievements in different neighbourhood types.” 2019. Thesis, Uppsala University. Accessed April 16, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-377131.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hachem, Maéva. “Do the Presence of Anchor Institutions Increase Opportunities in Life? : Exploring the Effects of Higher Education Institutions on Pupils’ School Achievements in different neighbourhood types.” 2019. Web. 16 Apr 2021.

Vancouver:

Hachem M. Do the Presence of Anchor Institutions Increase Opportunities in Life? : Exploring the Effects of Higher Education Institutions on Pupils’ School Achievements in different neighbourhood types. [Internet] [Thesis]. Uppsala University; 2019. [cited 2021 Apr 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-377131.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hachem M. Do the Presence of Anchor Institutions Increase Opportunities in Life? : Exploring the Effects of Higher Education Institutions on Pupils’ School Achievements in different neighbourhood types. [Thesis]. Uppsala University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-377131

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Toronto

28. James-Wilson, Symon Ameliah. Geographies and Infrastructures of School Segregation: A Historical Case Study of Rochester, NY.

Degree: 2020, University of Toronto

URL: http://hdl.handle.net/1807/103286

►

School segregation in the United States is at a crisis point. The educational landscape in Rochester, NY has become increasingly segregated along the lines of… (more)

Subjects/Keywords: Education Policy; Geographies of Education; Infrastructure Studies; Racial Capitalism; School Segregation; Settler Colonialism; 0366

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APA (6^th Edition):

James-Wilson, S. A. (2020). Geographies and Infrastructures of School Segregation: A Historical Case Study of Rochester, NY. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/103286

Chicago Manual of Style (16^th Edition):

James-Wilson, Symon Ameliah. “Geographies and Infrastructures of School Segregation: A Historical Case Study of Rochester, NY.” 2020. Masters Thesis, University of Toronto. Accessed April 16, 2021. http://hdl.handle.net/1807/103286.

MLA Handbook (7^th Edition):

James-Wilson, Symon Ameliah. “Geographies and Infrastructures of School Segregation: A Historical Case Study of Rochester, NY.” 2020. Web. 16 Apr 2021.

Vancouver:

James-Wilson SA. Geographies and Infrastructures of School Segregation: A Historical Case Study of Rochester, NY. [Internet] [Masters thesis]. University of Toronto; 2020. [cited 2021 Apr 16]. Available from: http://hdl.handle.net/1807/103286.

Council of Science Editors:

James-Wilson SA. Geographies and Infrastructures of School Segregation: A Historical Case Study of Rochester, NY. [Masters Thesis]. University of Toronto; 2020. Available from: http://hdl.handle.net/1807/103286

University of South Carolina

29. Owens, Randall George. G.I. Joe v. Jim Crow: Legal Battles Over Off-Base School Segregation Of Military Children In The American South, 1962-1964.

Degree: PhD, History, 2016, University of South Carolina

URL: https://scholarcommons.sc.edu/etd/3434

► Between 1962 and 1964, the U.S. Justice Department, African American military members stationed on southern military bases, and the National Association for the Advancement… (more)

Subjects/Keywords: Arts and Humanities; History; Legal Battles; school segregation; military children; american south

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APA (6^th Edition):

Owens, R. G. (2016). G.I. Joe v. Jim Crow: Legal Battles Over Off-Base School Segregation Of Military Children In The American South, 1962-1964. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/3434

Chicago Manual of Style (16^th Edition):

Owens, Randall George. “G.I. Joe v. Jim Crow: Legal Battles Over Off-Base School Segregation Of Military Children In The American South, 1962-1964.” 2016. Doctoral Dissertation, University of South Carolina. Accessed April 16, 2021. https://scholarcommons.sc.edu/etd/3434.

MLA Handbook (7^th Edition):

Owens, Randall George. “G.I. Joe v. Jim Crow: Legal Battles Over Off-Base School Segregation Of Military Children In The American South, 1962-1964.” 2016. Web. 16 Apr 2021.

Vancouver:

Owens RG. G.I. Joe v. Jim Crow: Legal Battles Over Off-Base School Segregation Of Military Children In The American South, 1962-1964. [Internet] [Doctoral dissertation]. University of South Carolina; 2016. [cited 2021 Apr 16]. Available from: https://scholarcommons.sc.edu/etd/3434.

Council of Science Editors:

Owens RG. G.I. Joe v. Jim Crow: Legal Battles Over Off-Base School Segregation Of Military Children In The American South, 1962-1964. [Doctoral Dissertation]. University of South Carolina; 2016. Available from: https://scholarcommons.sc.edu/etd/3434

University of Georgia

30. Blair, Monica Kristin. A private history of school segregation in Georgia.

Degree: 2015, University of Georgia

URL: http://hdl.handle.net/10724/32522

► This thesis argues that segregation academies were founded in Georgia to provide upper class white families with white havens away from school integration. These schools… (more)

Subjects/Keywords: Segregation academies; Private schools; School desegregation; Race relations; Massive resistance; White flight; Georgia

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APA (6^th Edition):

Blair, M. K. (2015). A private history of school segregation in Georgia. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/32522

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Blair, Monica Kristin. “A private history of school segregation in Georgia.” 2015. Thesis, University of Georgia. Accessed April 16, 2021. http://hdl.handle.net/10724/32522.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Blair, Monica Kristin. “A private history of school segregation in Georgia.” 2015. Web. 16 Apr 2021.

Vancouver:

Blair MK. A private history of school segregation in Georgia. [Internet] [Thesis]. University of Georgia; 2015. [cited 2021 Apr 16]. Available from: http://hdl.handle.net/10724/32522.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Blair MK. A private history of school segregation in Georgia. [Thesis]. University of Georgia; 2015. Available from: http://hdl.handle.net/10724/32522

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Open Access Theses and Dissertations