Chapter

Racial Segregation and Inequality

Kathryn M. Neckerman

in Schools Betrayed

Published by University of Chicago Press

Published in print September 2007 | ISBN: 9780226569604
Published online February 2013 | e-ISBN: 9780226569628 | DOI: http://dx.doi.org/10.7208/chicago/9780226569628.003.0005
Racial Segregation and Inequality

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This chapter considers a set of decisions that explicitly concerns race. They include districting and resource allocation for black and white students, as well as the policies and practices shaping race relations in schools. The Chicago schools, like most other northern schools, were officially color blind, yet over time they became racially segregated and unequal. The chapter traces the rise of segregation, the emergence of racial inequality in the schools, and the political controversies over these problems, along with the intercultural programs adopted in response to racial tensions. These developments had implications both for the quality of education in black schools and for the legitimacy and trust that black parents and children were willing to give to the schools. In all three policy areas—race, vocational education, and remedial education—significant changes occurred between 1900 and 1960.

Keywords: race; Chicago; schools; segregation; racial inequality; intercultural programs; education; black schools; vocational education; remedial education

Chapter.  10277 words. 

Subjects: Educational Strategies and Policy

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