R. Alba and V. Nee, Remaking the American Mainstream: Assimilation and Contemporary Immigration (Cambridge, MA: Harvard University Press, 2005), http://www.hup.harvard.edu/catalog.php?isbn=9780674018136; M. Krysan and N. Faison, “Racial Attitudes in America: A Brief Summary of the Updated Data,” Institute of Government and Public Affairs, University of Illinois Urbana-Champaign, 2011, https://igpa.uillinois.edu/programs/racial-attitudes/brief. [40] In 2005, historian Guadalupe San Miguel authored Brown Not White, an in-depth study of how Hispanic populations were used by school districts to circumvent truly integrating their schools. 1 (March 2012): 65-84, https://libres.uncg.edu/ir/uncg/f/J_Cooper_Toward_2012.pdf. 136. Jack Boger and Gary Orfield (Chapel Hill, NC: University of North Carolina Press, 2005): 187–211, http://uncpress.unc.edu/browse/book_detail?title_id=1373; P. Carter and K. Welner, “Achievement Gaps Arise from Opportunity Gaps,” in Closing the Opportunity Gap: What Americans Must Do to Give Every Child an Even Chance? Mike Zepeda, 78, a labor activist and civil rights leader in Texas who was among those who sued to desegregate the schools in Corpus Christi, died Sunday in that Texas … [16] In response, President Dwight D. Eisenhower dispatched federal troops to safely escort the group of students - soon to be known as the Little Rock Nine - to their classes in the midst of violent protests from an angry mob of white students and townspeople. This led to a concerted effort to reduce racial segregation in and around the Hartford area. C. C. Burris, On the Same Track: How Schools Can Join the Twenty-first-century Struggle Against Resegregation (Boston: Beacon Press, 2014); J. Oakes, Keeping Track (New Haven, Conn.: Yale University Press, 1985); J. Oakes, “Can tracking research inform practice? 3. Similarly, the suburban students who attended magnets also outperformed their peers at traditional suburban schools, which were generally more affluent and had a larger percentage of white students. Meanwhile, in many of our major metropolitan areas, we see large-scale migration patterns, as more black, Hispanic, and Asian families move to the suburbs and more whites return to “gentrifying” urban neighborhoods. 2411 (2013). The result was a lottery-based magnet school system designed with the goal of achieving racial, ethnic, and economic integration. During the Civil Rights Movement school integration became a priority, but since then de facto … Richard Kahlenberg (New York, NY: The Century Foundation, 2008): 139–216, http://www.tcf.org/bookstore/detail/improving-on-no-child-left-behind; A. S. Wells and J. J. Holme, “No Accountability for Diversity.”. 116. In response to the lawsuit and further guidance, the regents of the University of Texas voted to allow Black students to enroll in Texas Western College on July 8, 1955. This suggests a strong and powerful link between K–12 and higher education experiences when it comes to students’ educational benefits of attending diverse schools. W. H. Frey, “Melting Pot Cities and Suburbs.”. [2] Called the "Little Rock Nine", they were Ernest Green (b. 168. [AF-Segregation-Public Schools-S1700 (1)-University of Texas; The Daily Texan , “Regents Drop Dormitory Segregation; University Becomes Totally Integrated,” May 17, 1964] 2008); C. Leinberger, “The Next Slum?”; A. Ehrenhalt, The Great Inversion and the Future of the American City. D. S. Massey and N. A. Denton, American Apartheid: Segregation and the Making of the Underclass (Cambridge, MA: Harvard University Press, 1993), http://www.hup.harvard.edu/catalog.php?isbn=9780674018211. [19] Today, Brown v. Board of Education is largely viewed as the starting point of the Civil Rights Movement. A group of Mexican-Americans in Corpus Christi, Texas challenged this classification, as it resulted in discrimination and ineffective school integration policies. Stearnes later attended law school at Texas Southern University’s Thurgood Marshall School of Law, where his career in the Civil Rights Movement and efforts to desegregate areas of Texas began. 2 (February 2007): 213–42, https://www.jstor.org/stable/10.1086/510166?seq=1#page_scan_tab_contents; P. Gurin et al., “Diversity and Higher Education”; P. Y. Gurin, E. L. Dey, G. Gurin, and S. Hurtado, “How Does Racial/ethnic Diversity Promote Education?” Western Journal of Black Studies 27, no. In 1963, a federal court ruled that Vivien Malone and James Hood can lawfully enroll and attend the University of Alabama. The question then becomes: How might K–12 educational policy makers and researchers play a role in bridging the higher education-K–12 divide on these issues? 15. 12. “Brief of amici curiae: The American Psychological Association in Support of Respondents in Fisher v. University of Texas at Austin,” 55–56. Historically, Hispanic-Americans were legally considered white. One such example is the interdistrict magnet schools described in greater Hartford which were created by a Connecticut State Supreme Court ruling in 1996 holding that the racial and class segregation in the region’s twenty-two school districts denied students the equal educational opportunity put forth in the state’s constitution. 1 (1995): 47-68, http://www.unco.edu/cebs/diversity/pdfs/towardacrteduca.pdf; S. Nieto, Affirming Diversity: The Sociopolitical Context of Multicultural Education, 4th ed. R. Rothstein, “Why Children from Lower Socioeconomics Classes, on Average, Have Lower Academic Achievement Than Middle-class Children,” in Closing the Opportunity Gap: 61-76. The district had implemented a desegregation plan in 1969, ordering all students to attend schools closest to where they lived. Metropolitan Center for Urban Education. There are still school districts that continue to pursue racial integration in schools and exemplify the benefits integration has for all students regardless of the limits that federal courts have placed on such local decision making. Lucy had to be driven by university officials to her next class at the Education Library building, all the while being bombarded with rotten eggs”. The current mismatch between the policies and the needs of an increasingly racially and ethnically diverse society inspire us to fill the void with compelling success stories of public schools working toward a greater public good by tapping into the possibility of changing neighborhoods to teach children how to thrive in a society of racial and cultural differences. 5 (May 2003): 431-436, http://www.ncbi.nlm.nih.gov/pubmed/12742776; W. G. Bowen and D. Bok, The Shape of the River: Long-term Consequences of Considering Race in College and University Admissions (Princeton, NJ: Princeton University Press, 1998), http://press.princeton.edu/titles/6374.html; M. J. Chang, “Preservation or Transformation: Where’s the Real Educational Discourse on Diversity?” The Review of Higher Education 25, no. M. J. Chang, “Post-Fisher: The Unfinished Research Agenda on Student Diversity in Higher Education,” Educational Researcher 42, no. B. 1 (Winter 2005), https://www.aacu.org/publications-research/periodicals/reconsidering-diversity-rationale.