Citation

School Desegregation in Rochester

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Abstract:

After World War II, as America experienced an unparalleled boom in school
construction, teacher training, and public funding for schools, education
became an indispensable credential for economic success. Black
Americans, however, migrating north in extraordinary numbers, found
themselves relegated to inner-city poverty and trapped in deteriorating
and underfunded schools. While conventional narratives of the Civil
Rights Movement promote the belief that segregation ended after the 1960s,
in reality de facto segregation, made possible by a number of structural
economic and social factors, led to alarming racial divisions with regard
to income, employment, health, political power, and, perhaps most
importantly, education. My project discusses the emergence of segregated
education in Rochester, investigates the city’s attempts at integration
while evaluating the reasons behind their failure, and analyzes the
lasting impact of these failures on Rochester’s black population. Among
other things, the project examines the influence of postwar migrations,
federal court cases and legislation, and housing discrimination on
education.
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Association:
Name: 96th Annual Convention
URL:
http://www.asalh.org


Citation:
URL: http://citation.allacademic.com/meta/p522296_index.html
Direct Link:
HTML Code:

MLA Citation:

Bailey, Daniel. "School Desegregation in Rochester" Paper presented at the annual meeting of the 96th Annual Convention, TBA, Richmond, VA, <Not Available>. 2014-11-25 <http://citation.allacademic.com/meta/p522296_index.html>

APA Citation:

Bailey, D. "School Desegregation in Rochester" Paper presented at the annual meeting of the 96th Annual Convention, TBA, Richmond, VA <Not Available>. 2014-11-25 from http://citation.allacademic.com/meta/p522296_index.html

Publication Type: Invited Paper
Abstract: After World War II, as America experienced an unparalleled boom in school
construction, teacher training, and public funding for schools, education
became an indispensable credential for economic success. Black
Americans, however, migrating north in extraordinary numbers, found
themselves relegated to inner-city poverty and trapped in deteriorating
and underfunded schools. While conventional narratives of the Civil
Rights Movement promote the belief that segregation ended after the 1960s,
in reality de facto segregation, made possible by a number of structural
economic and social factors, led to alarming racial divisions with regard
to income, employment, health, political power, and, perhaps most
importantly, education. My project discusses the emergence of segregated
education in Rochester, investigates the city’s attempts at integration
while evaluating the reasons behind their failure, and analyzes the
lasting impact of these failures on Rochester’s black population. Among
other things, the project examines the influence of postwar migrations,
federal court cases and legislation, and housing discrimination on
education.


Similar Titles:
The Hidden Value of School Desegregation: High School Promoting Power and the Dropout Problem for Urban Minorities—Evidence from the Cleveland Municipal School District, 1977-1998

In Search of Brown: The Unfulfilled Promise of School Desegregation in Six Racially Mixed Schools

African American High School Principals in Detroit during the Milliken v. Bradley School Desegregation Era


 
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