A Troubled Dream: The Promise and Failure of School by Carl L. Bankston

By Carl L. Bankston

Fifty years after Brown v. Board of schooling, the U.S. nonetheless has a ways to visit reach precise integration of our instructional approach. utilizing huge interviews and a wealth of statistical details, Bankston and Caldas learn the failed desegregation efforts in Louisiana as a case research to teach how desegregation has an identical unsuccessful development around the usa. robust supporters of the dream of integration, Bankston and Caldas express that the sensible trouble with desegregation is that educational environments are created by way of the entire scholars in a faculty from the backgrounds that every one the scholars convey with them.† regrettably, the hazards that minority youngsters need to conquer have an effect on colleges greater than faculties will help therapy those risks.

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Additional info for A Troubled Dream: The Promise and Failure of School Desegregation in Louisiana

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Though we consider ourselves Louisianians and graduated from the state’s public high schools, both of us have a somewhat unique perspective on Louisiana, fostered by years of living from one coast of the United States to the other, and residing collec- The Problem of Writing about Race 15 tively in Africa, Japan, Laos, Thailand, the Philippines, and Canada. Therefore, assuming (hopefully) that we have benefitted from our extensive exposure to other peoples and cultures, we cannot truly be characterized as typical “parochials” with the tunnel vision that parochialism can sometimes engender.

In theory, there is no reason that a majority-black school cannot be far superior to a majority-white school, and, in some cases, this does happen. For the most part, though, the association between the proportion of African American students and the proportion of at-risk students is so close that efforts to seek good schools and avoid bad schools mean efforts to avoid schools with concentrations of black students. Desegregation, then, bears its own self-contradiction. The very inequalities that lead policy makers to try to achieve racial balances in schools promote imbalances.

3 gives test scores of southern white and black teachers on a verbal competency test in the mid1960s. At every level of experience, the scores of black teachers were substantially lower. Over 75% of the most experienced black teachers scored below the white mean. Over 80% of the least experienced black teachers scored below the mean of whites with comparable experience. Note that a majority of whites scored above the white mean, a result of the fact that a relatively small number of low-scoring whites pulled the mean below the median, the point at which half of the whites scored lower and half of the whites scored higher.

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