Author's Keywords: desegregation, educational equity, diversity	Convention Need a solution for abstract management? All Academic can help! Contact us today to find out how our system can help your annual meeting. Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: American Sociological Association URL: http://www.asanet.org
Citation: URL: http://www.allacademic.com/meta/p183847_index.html Direct Link: HTML Code:

Braddock, Jomills. "Social Science Research and Educational Equity: Opportunities Seized and Lost in the Context of School Desegregation" Paper presented at the annual meeting of the American Sociological Association, TBA, New York, New York City, Aug 11, 2007 <Not Available>. 2010-03-13 <http://www.allacademic.com/meta/p183847_index.html>

Braddock, J. H. , 2007-08-11 "Social Science Research and Educational Equity: Opportunities Seized and Lost in the Context of School Desegregation" Paper presented at the annual meeting of the American Sociological Association, TBA, New York, New York City Online <PDF>. 2010-03-13 from http://www.allacademic.com/meta/p183847_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: The 50th Anniversary of Brown provoked both celebration, and critical reassessment among social scientists and legal scholars. Legal experts re-examined the role of the courts, and the appropriateness of litigation as a strategy to obtain equality of educational opportunity (Joondeph, 1998). Similarly, academic reassessments of school desegregation have examined the role and adequacy of social science evidence in shaping educational policy, and, in informing the judicial process on matters of educational equity (Wells, Holme, Revilla, & Atanda, 2004; Welner, 2006). The academic analyses also reveal mixed assessments of the effectiveness of Brown in achieving educational equity, and of the role of social science evidence in furthering that cause. Whatever arguments are advanced, it is undeniable that the Brown decision had a tremendous impact on the education of African American and other minority student populations. Early proponents of school desegregation anticipated that school integration would, for African American students, result in equitable access to the full benefits of schooling. As Wells (2002) recently noted, in Brown, the plaintiff’s emphasis was on the negative effects of not only the resource inequalities experienced in segregated schools, but also on students’ exclusion from important social networks. Ironically, early social science research on school desegregation was not grounded in the same set of understandings that guided the plaintiffs and the Court (Clark, 1988; Wells, 2002). This paper examines why this occurred and analyzes the apparent disconnect between the problem of segregation, the aims of Brown, and the subsequent research on school desegregation.

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