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Political Use of Racial Narratives: School Desegregation in Mobile, Alabama 1954-1997

reviewed by Anthony D. Greene - April 14, 2009

Title: Political Use of Racial Narratives: School Desegregation in Mobile, Alabama 1954-1997
Author(s): Richard A. Pride
Publisher: University of Illinois Press, Urbana-Champaign
ISBN: 0252027663, Pages: 336, Year: 2002
Search for book at Amazon.com

With the 1954 Brown decision, the Supreme Court declared that separate schools for white and black children were inherently unequal. The premise behind the Brown decision was that resources in black and white schools were unequal, and as a consequence separate schools denied blacks access to future social, economic, and political resources. The resources that were readily accessible to whites did not equally translate in the lives of racial-ethnic minorities, particularly blacks. Desegregation plans were slow to manifest, and from the 1960s through the early 1990s increasing numbers of districts implemented either voluntary or court ordered desegregation plans as a means of creating more equal school systems. In fact, Title VI of the Civil Rights Act (1964) required all districts that were historically segregated to voluntarily desegregate their school systems, even if they were not under court order (Douglas, 1995). Federal efforts were implanted to enforce school desegregation, however the... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: April 14, 2009
https://www.tcrecord.org ID Number: 15617, Date Accessed: 9/29/2020 3:52:57 AM

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About the Author
Anthony Greene University of North Carolina at Charlotte E-mail Author ANTHONY D. GREENE is a professor of sociology at the University of North Carolina at Charlotte. Professor Greene earned his Ph.D. in Sociology from the University of Miami in 2008. He is trained in the areas of race-ethnic relations and sociology of education. He has taught and conducted research in various areas that include social stratification, race relations, Sociology of sport, academic tracking, school desegregation, and student achievement. Throughout his tenure, he has published and presented papers on the effects of race and social class on academic track placement. Other areas of research include analyzing cultural and ethnic identity among Black student populations in South Florida. He is trained in both quantitative and qualitative methodologies with experience in survey development, advanced statistical techniques such as hierarchical linear modeling, regression modeling and ethnographic research.

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