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Political Use of Racial Narratives: School Desegregation in Mobile, Alabama 1954-1997reviewed 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.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- 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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