From Desegregation To Integration

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Abstract
This article first identifies types of second generation discrimination practices (e.g., ability grouping, tracking, racially biased disciplinary actions) and discusses how these practices may impede desegregation success and produce educational inequities. Second, based on data from 82 large urban school districts, the incidence of second generation school discrimination is measured and the variation among districts is explained. Of the variables included in the regression model to explain second generation discrimination (district socioeconomic status, black resources, federal pressure, black school board representation, and black teachers), two variables were found to be significantly related to lower levels of discrimination-high black median income and a high proportion of black teachers in the school district.

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