1988
20th Century
A01=Dionne Danns
academy
Age Group_Uncategorized
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Author_Dionne Danns
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Black schools
Category1=Non-Fiction
Category=HBJK
Category=JBFA
Category=JFFJ
Category=JFSL1
Category=JN
Category=JNB
Category=NHK
Chicago high schools
COP=United States
courts
Delivery_Delivery within 10-20 working days
desegregation
Discrimination
Education
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eq_history
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eq_nobargain
eq_non-fiction
eq_society-politics
ethnic groups
Ethnic Studies
federal government
History
Language_English
PA=Available
policy
Price_€100 and above
PS=Active
Race
Race Relations
Race Studies
racia
racial isolation
segregated
Social Science
softlaunch
students
underperforming schools
US History
Product details
- ISBN 9781978810068
- Weight: 454g
- Dimensions: 152 x 229mm
- Publication Date: 16 Oct 2020
- Publisher: Rutgers University Press
- Publication City/Country: US
- Product Form: Hardback
- Language: English
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Scholars have long explored school desegregation through various lenses, examining policy, the role of the courts and federal government, resistance and backlash, and the fight to preserve Black schools. However, few studies have examined the group experiences of students within desegregated schools. Crossing Segregated Boundaries centers the experiences of over sixty graduates of the class of 1988 in three desegregated Chicago high schools. Chicago's housing segregation and declining white enrollments severely curtailed the city's school desegregation plan, and as a result desegregation options were academically stratified, providing limited opportunities for a chosen few while leaving the majority of students in segregated, underperforming schools. Nevertheless, desegregation did provide a transformative opportunity for those students involved. While desegregation was the external impetus that brought students together, the students themselves made integration possible, and many students found that the few years that they spent in these schools had a profound impact on broadening their understanding of different racial and ethnic groups. In very real ways, desegregated schools reduced racial isolation for those who took part.
DIONNE DANNS is a professor at Indiana University, Bloomington. She is the author of Desegregating Chicago's Public Schools: Policy Implementation, Politics, and Protest, 1965-1985 and Something Better for Our Children: Black Organizing in Chicago Public Schools, 1963-1971, and the co-editor of Using Past as Prologue: Contemporary Perspectives on African American Educational History.
