School Desegregation Research New Directions In Situational Analysis 2012 Edition

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Springer School Desegregation Research New Directions In Situational Analysis 2012 Edition by Jeffrey Prager Douglas Longshore Melvin Seeman

The desegregation situation is the keynote theme of the following chapters. I Each of them touches on a different dimension of the situation: the historical the temporal the spatial. But the reader perusing the essays with the situation in mind should remember that the desegregation situation should not be inter preted literally. Authorities and adults certainly school-age children probably are influenced by their awareness of a sequence of past and future situations. Some may even operate with William James's (1890 p. 608) notion of "the specious present" that "has melted in our grasp fled ere we could touch it gone in the instant of becoming" thus reducing the potency of the present situation. Others may be dancing to a slower tempo of change thus becoming more responsive to the present situation. Whatever the perceived tempo many must share the view that the future may reverse the direction of the past. Some may see that new future direction as unswerving unending or long-lasting; others may see it as short-lived. And it is through attention to the phenomenological description of desegregation that these issues can be explored; a theme that is considered in several of the following chapters. Table of contents : I: Introduction.- Introduction: The Desegregation Situation.- 1. Inadequacies of Desegregation Research.- 2. The "Situation" in Social Science.- 3. The Current Project.- References.- II: School Desegregation in Context.- 1. Structural Constraints in School Desegregation.- 1. Introduction.- 2. A Cultural-Ecological Perspective.- 3. The Case of Black Americans.- References.- 2. School Desegregation and the "National Community".- 1. Studies of the General Character of American Schools.- 2. The Founding Myths of National Membership.- 3. Implementation of School Desegregation.- 4. The Response of School Staff.- 5. The Wider Community.- 6. The Local Neighborhood.- 7. Family Networks.- 8. The Agenda for Ethnography.- References.- III: New Theoretical Directions.- 3. The Micro-Structure of School Desegregation.- 1. Analyzing Social Structure: Problems in the Level and Unit of Analysis.- 2. The Practice of Structural Analysis.- 3. The Historicity of Social Structure.- 4. The Impact of "Successful" Desegregation.- 5. The Macro Context of Microstructural Analysis.- References.- 4. A Model for Racial Contact in Schools Ill.- 1. A Theoretical Model for Cross-Group Contacts.- 2. Macro-Level Setting Variables.- 3. Conclusion.- References.- 5. Trait Theory Revisited: A Cognitive Social Learning View of School Desegregation.- 1. Traditional Personality Trait Approaches.- 2. The Cognitive Social Learning View.- 3. The Analysis of Environments.- References.- IV: A Reconsideration of Methods.- 6. Self-Esteem Research: A Phenomenological Corrective...- 1. The Phenomenological Approach.- 2. Verstehen: The Heritage of Max Weber.- 3. The Social Scientist and the Involved Actor: Contrasting Perspectives.- 4. Segregation.- 5. Perspectival Discrepancies.- 6. Scientific and Naive Perspectives.- 7. Discussion.- References.- 7. Schools and Social Structure: An Interactionist Perspective.- 1. Introduction.- 2. Reassessing School Desegregation from an Interactionist Perspective.- 3. Research on the Effects of Desegregation in Classroom and School Settings.- 4. Sorting Practices in Desegregated and Multicultural Schools.- 5. Minority Education in Cross-Cultural Settings.- 6. Policy Implications of the Interactional Data on School.- Desegregation.- 7. Prospects for Future Investigation.- References.- Afterword. The Research Agenda: New Directions for Desegregation Studies.- 1. The Roots of Segregation.- 2. Shared and Competing Goals of Desegregation.- 3. Effects of School Desegregation.- 4. Conclusion.- References.- Author Index.