Brown and black-white achievement

Academic Questions

Volumn 19, Issue 2, 2006, Pages 40-46

  Armor, David J ^a  

^a GEORGE MASON UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 45049084094     PISSN: 08954852     EISSN: 19364709     Source Type: Journal    
DOI: 10.1007/s12129-006-1014-8     Document Type: Article

References (9)

1. Christine Rossell, The Effectiveness of School Desegregation, in C.R. Rossell, David J. Armor, and HJ. Walberg, School Desegregation in the 21st Century (Westport, CT: Praeger, 2002).
2. The psychological harm theory holds that segregation harms black children's self-esteem and gives them a sense of inferiority which in turn interferes with their ability to learn The implication was that desegregated schools would eliminate this judgment of inferiority, improve black self-esteem and motivation, and improve black school performance. Footnote 11 also included an opinion poll of 32 social scientists who agreed with this premise.
3. Frank I. Goodman, De Facto School Segregation, California Law Review 60: 275-438.
4. For a discussion of legal scholars' interpretation of the psychological harm theory.
5. David J. Armor, Forced Justice: School Desegregation and the Law, (New York: Oxford University Press, 1995), 99-101 fin a review of these self-esteem studies.
6. I use academic achievement and cognitive skills interchangeably in this papm:
7. David J. Armor, Maximizing Intelligence (New Brunswick, NJ: Transaction Publishers, 2003), for a more detailed discussion.
8. John McWorter, Losing the Race: Black self-Sabotage in Black America (NewYork: Free Press, 2000).
9. John Ogbu, BlackAmencan Students in an Affluent suburb (Mahwah, NJ: I. Erlbaum Assoc, 2003).