Relevant bibliographies by topics / Classroom segregation

Academic literature on the topic 'Classroom segregation'

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Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Classroom segregation"

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Ruoff, Gabriele, and Gerald Schneider. "Segregation in the Classroom." Rationality and Society 18, no. 1 (February 2006): 95–117. http://dx.doi.org/10.1177/1043463106060154.

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Lee, Ee Lin. "The Segregation of Foreigners in U.S. Mainstream Classrooms." Sustainability 11, no. 11 (June 5, 2019): 3157. http://dx.doi.org/10.3390/su11113157.

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(1) This study investigates the norms of speaking in the classroom by examining the speaking practices of Japanese international students (JIS)—a nonnative English speaking group—in classroom conversations with native English speakers (NES). (2) Semi-structured interviews in Japanese were conducted with 12 JIS in undergraduate programs at a predominantly White university in the United States. (3) The use of speech codes theory and Hymes’s SPEAKING framework, coupled with the grounded theory, reveal that all the interviewees dealt with conflicting feelings of eagerness and dread when deciding whether or not to participate in classroom conversations. The JIS revealed threatening classroom dynamics that made them feel inadequate, isolated, and intimidated. The norms for speaking in the classroom subjugate the JIS into silent observers and subalterns who lack colloquial English skills or local cultural knowledge. Unforgiving sanctions, including discrimination, exclusion, ignorance, and silent treatment, are used by the NES to illegitimize JIS membership in the classroom community. (4) These micro-level nuances of classroom culture are discussed in relation to the macro-level institutionalized structures of U.S. higher education that are, in turn, embedded in the socio-historical dynamics of the nation.
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Estrada, Peggy, Haiwen Wang, and Timea Farkas. "Elementary English Learner Classroom Composition and Academic Achievement: The Role of Classroom-Level Segregation, Number of English Proficiency Levels, and Opportunity to Learn." American Educational Research Journal 57, no. 4 (November 27, 2019): 1791–836. http://dx.doi.org/10.3102/0002831219887137.

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Using mixed methods, we investigated (a) the association of the extent of English learner (EL) classroom-level segregation (proportion EL) and number of EL English proficiency levels with elementary EL academic achievement, using 2 years of administrative data, and (b) school staff–reported opportunity to learn–related advantages and disadvantages in segregated versus integrated compositions, using 3 years of interviews. Findings were corroborative across methods. After accounting for student-, classroom-, and school-level covariates, we found that ELs in more segregated classrooms exhibited lower performance, on average, on state tests of English language arts, mathematics, and English proficiency, and little evidence that classroom number of EL English proficiency levels was related to achievement. School staff consistently detailed the instructional, academic, and socio-emotional opportunities to learn afforded by the diversity/heterogeneity of integrated classrooms.
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Lesnik, Julie J. "Modeling Genetic Complexity in the Classroom." American Biology Teacher 80, no. 2 (February 1, 2018): 140–42. http://dx.doi.org/10.1525/abt.2018.80.2.140.

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This classroom exercise aims to help students understand the three Ps of genetic complexity: polymorphic, polygenic, and pleiotropic. Using coin flips and dice rolls, students are able to generate the genotype and phenotype of a random individual. From there, students find a mate for this individual and determine the phenotype of their offspring. The randomness generated by the coin and dice mechanics illustrates the principles of independent assortment and segregation, variable gene expression, and environmental effects.
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Barkhi, Reza, and Stephen Kozlowski. "ERP in the Classroom: Three SAP Exercises Focused on Internal Controls." Journal of Emerging Technologies in Accounting 14, no. 1 (February 1, 2017): 77–83. http://dx.doi.org/10.2308/jeta-51701.

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ABSTRACT Three short exercises are presented that introduce certain functional aspects of Enterprise Resource Planning (ERP) software. The objective is to provide students with an introduction to the functionality that is incorporated in a typical ERP software solution that supports an evaluation of internal controls and segregation of duties as part of the Information Technology Audit (IT Audit) function. We have developed three hands-on step-by-step exercises using a widely implemented ERP system (i.e., SAP) and provide access to SAP on the cloud so that students can learn how to verify internal controls embedded in the system and identify control weaknesses such as a lack of segregation of duties.
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West, Kimberly C. "A Desegregation Tool That Backfired: Magnet Schools and Classroom Segregation." Yale Law Journal 103, no. 8 (June 1994): 2567. http://dx.doi.org/10.2307/797056.

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Kelly, Sean. "A Crisis of Authority in Predominantly Black Schools?" Teachers College Record: The Voice of Scholarship in Education 112, no. 5 (May 2010): 1247–74. http://dx.doi.org/10.1177/016146811011200501.

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Background/Context Black students are no less engaged or more disruptive than other students of similar achievement levels and socioeconomic status. However, because Black students are more likely to have disadvantaged family backgrounds and lower levels of achievement, segregation concentrates the risk factors for problem behavior in predominantly Black schools. As a result of the behavioral climate in predominantly Black schools, teachers may rely on instructional methods that facilitate an orderly classroom and minimize the negative effects of disruptions, possibly resulting in an instructional approach that is less engaging for students in those classrooms. I rely on Metz's typology of developmental versus incorporative instruction and research on classroom discourse to identify instruction that may negatively impact student engagement. Purpose/Objective/Research Question/Focus of Study First, how do reports of problem behavior from teachers and administrators in predominantly Black schools differ from those in integrated and non-Black schools? Second, how does the prevalence of developmental instruction vary across schools with different racial compositions? Research Design This study uses the 2003–2004 Schools and Staffing Survey data to analyze reports of problem behavior from teachers and administrators. Logistic regression models are used to provide estimates of the prevalence of behavioral problems, adjusting for academic performance and socioeconomic status of the student body. The Chicago School Study (CSS) and the Partnership for Literacy Study (Partnership) data are then used to investigate the prevalence of developmental instruction. The CSS data contain student and teacher reports of the incorporation of student ideas into instruction. In the Partnership data, time summary statistics of observational records of teachers’ instructional activities (e.g., lecture, discussion, seatwork) and question property statistics from a coding of classroom discourse are presented. Conclusions/Recommendations Consistent with prior research, teachers are much more likely to report incidences of problem behavior in predominantly Black schools. Consequently, the instructional environment in predominantly Black schools and classrooms is tailored somewhat to reduce classroom disruptions and maintain an orderly environment. Specifically, the result is less interactive discourse and more seatwork. However, the differences in teachers’ instructional approach are relatively modest; there is no “crisis” of authority. Further research is needed on the effects of segregation on social relations in schools and how classroom instruction is affected.
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McFarland, Daniel A., James Moody, David Diehl, Jeffrey A. Smith, and Reuben J. Thomas. "Network Ecology and Adolescent Social Structure." American Sociological Review 79, no. 6 (November 5, 2014): 1088–121. http://dx.doi.org/10.1177/0003122414554001.

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Adolescent societies—whether arising from weak, short-term classroom friendships or from close, long-term friendships—exhibit various levels of network clustering, segregation, and hierarchy. Some are rank-ordered caste systems and others are flat, cliquish worlds. Explaining the source of such structural variation remains a challenge, however, because global network features are generally treated as the agglomeration of micro-level tie-formation mechanisms, namely balance, homophily, and dominance. How do the same micro-mechanisms generate significant variation in global network structures? To answer this question we propose and test a network ecological theory that specifies the ways features of organizational environments moderate the expression of tie-formation processes, thereby generating variability in global network structures across settings. We develop this argument using longitudinal friendship data on schools (Add Health study) and classrooms (Classroom Engagement study), and by extending exponential random graph models to the study of multiple societies over time.
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Giersch, Jason, Martha Cecilia Bottia, Roslyn Arlin Mickelson, and Elizabeth Stearns. "Exposure to school and classroom racial segregation in Charlotte-Mecklenburg high schools and students’ college achievement." education policy analysis archives 24 (March 14, 2016): 32. http://dx.doi.org/10.14507/epaa.24.2123.

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In this study we investigate Charlotte Mecklenburg Schools (CMS) high school graduates’ academic performance in the first year of college and test whether their exposure to racial segregation in high school at both the school and classroom levels affected their college freshman grade point averages. Utilizing administrative data from the Roots of STEM Success Project, we track the CMS class of 2004 from middle school through its first year of education in the University of North Carolina (UNC) system. Our findings show that segregation among schools and among classes within schools compromises college achievement for students of color while offering no significant benefits to white students’ college achievement.
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Clotfelter, Charles T., Helen F. Ladd, Calen R. Clifton, and Mavzuna R. Turaeva. "School Segregation at the Classroom Level in a Southern ‘New Destination’ State." Race and Social Problems 13, no. 2 (January 13, 2021): 131–60. http://dx.doi.org/10.1007/s12552-020-09309-w.

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Dissertations / Theses on the topic "Classroom segregation"

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McKoy, Saundra Melinda. "Lessons from the segregated classroom an oral history of the experiences and practices of three retired African American teachers /." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/saundra_m_townsend/mckoy_saundra_m_200808_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Saundra Murray Nettles. ETD. Includes bibliographical references (p. 115-123) and appendices.
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Hicks, Terence, Abul Pitre, and Kelly Jackson Charles. "An Instructional Companion Guide for the 21st Century Educational Leader in the Classroom and Beyond." Digital Commons @ East Tennessee State University, 2011. http://a.co/8oAf6Yw.

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"Grassroots schools" and training centers in the Prospect district of Prince Edward County, Virginia, 1959-1964 -- We will move : the Kennedy administration and restoring public education to Prince Edward County, Virginia -- Farmville, 1963 : the long hot summer -- Black resilience vs. white resistance in Prince Edward County -- Northerners in a Jim Crow world : Queens College summer experience -- A lecture from the children of the "lost-generation" of students from Prince Edward County, Virginia -- Reflections of African American parents, teachers, and students in Prince Edward County, Virginia, 1959-1964.
https://dc.etsu.edu/etsu_books/1029/thumbnail.jpg
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Alomar, Majd. "Technologies and classroom configurations in gender-separated education in Saudi Arabia: an exploratory mixed methods study." Diss., 2018. http://hdl.handle.net/2097/39320.

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Doctor of Philosophy
Curriculum and Instruction Programs
Jacqueline Spears
The purpose of this study is to explore the classroom configurations and technologies used to mediate instruction to female students in gender-separated classrooms at Qassim University and Alfaisal University in Saudi Arabia. The study describes the methods used, evaluates and compares the effectiveness of the approaches, and describes the issues and challenges that female students and their male professors face in gender-separated classrooms. The study was conducted using a sequential exploratory mixed-methods design and contains two phases, a qualitative phase and a quantitative phase. Two theoretical frameworks, Community of Inquiry and Technology Acceptance model, were used to guide the data collection in the qualitative component of the study. The results of the qualitative component were then used to develop a survey instrument that was used to collect data from a larger sample of the population. The qualitative phase focused on identifying the approaches used to mediate instruction to female students and explored the experiences of female students and male professors in gender-separated classrooms. A multiple case study design was used for collecting and analyzing the qualitative data. It included observations of five gender-separated classrooms that are equipped with different technologies and classroom configurations in Qassim and Alfaisal universities, focus groups made up of female students, and interviews with the male professors who taught those classes. Based on the themes and findings from the qualitative study, a survey instrument was developed and distributed to a sample of female students and male faculty members who teach female classrooms at Qassim University. The quantitative data enabled the researcher to report findings reflective of a larger and more diverse sample of female students and male professors at Qassim University. In conclusion, the qualitative phase of this study identified five different classroom configurations used in gender-separated classrooms: VCR, CCTV, and VC at Qassim University and Double deck and Partition at Alfaisal University. VCR was found to be the least effective classroom configuration due to the numerous technical problems associated with its use and limited instructional capabilities. CCTV was found to have fewer technical problems but also had limited instructional capabilities. VC also had fewer technical problems and advanced instructional capabilities, making it the most effective classroom configuration observed at Qassim University. At Alfaisal University, Partition classrooms appeared to be the most effective due to the enhanced educational experience provided by face-to-face instruction in the small sized classrooms. Double deck classrooms were found to be less effective. Students reported feeling isolated and disconnected in the classroom.
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Martínez, Manuel active 2013. "Literature circles : Latina/o students' daily experiences as part of the classroom curriculum." Thesis, 2013. http://hdl.handle.net/2152/24071.

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After the Mexican-American war, the educational experience of Mexican and Mexican -American students was one of segregation, discrimination, and inequalities. Latina/o histories and funds of knowledge have not been historically part of the classroom curriculum. Although scholars, educators, and social movements have challenged such inequalities, they still persist. Students became objects of the educational process. New theories and educational practices, such as critical pedagogy, have helped empowered students to become aware of their situation and encouraged students to become social agents of change. Literature circles, an educational practice of critical pedagogy, enable educators to provide students with an educational experience where they become the Subjects of their own learning; thus, transforming their educational experiences.
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Ralfe, Elizabeth Mary. "An investigation into the classroom related schemata of trainee teachers educated at racially segregated schools." Thesis, 1997. http://hdl.handle.net/10413/3368.

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This thesis reports on an investigation of the schemata of trainee teachers from a range of different ethnic and language groups in KwaZulu-Natal who had been educated in racially segregated school systems. Informed by the insight that schemata are the products of life experience and that they constrain linguistic choices (see Tannen 1979), it was hypothesised at the outset that different ethnic groups have some different assumptions of what constitutes appropriate classroom behaviour and that this schematic knowledge is reflected in the surface linguistic forms used by teachers and pupils in classroom discourse. These differences in schemata could have unfortunate consequences for pupils of a different ethnic group from their teacher, and, in particular, those pupils from historically disempowered groups. Data was collected using an eclectic mix of quantitative and qualitative methods. Firstly, students responded to a questionnaire which elicited responses concerning pupil and teacher roles. This was followed by interviews with selected student teachers during which they were asked to comment on those statements in the questionnaire which exhibited the greatest differences between respondents who attended schools administered by racially different educational authorities. Finally, a story recall experiment was conducted. Respondents/subjects were all trainee teachers at a multi-racial college of education. The analyses of the findings of the quantitative questionnaire revealed significant differences between subjects from different education systems. The interview data, however, revealed that the differences were less marked than the findings of the questionnaire suggested. The analyses of the recall experiment suggested that while some differences between the subjects who had attended schools administered by racially segregated authorities do exist, these are not as great as initially hypothesised. Teachers need to be made aware of the problems inherent in cross-cultural encounters, and this awareness should be extended to pupils. This awareness, together with goodwill, should ensure that pupils having different schemata from their teacher and/or other pupils in the classroom will not be disadvantaged.
Thesis (M.A.)-University of Natal, 1997.
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(13715277), Julie Deane. "Inclusion and hearing impairment: A case study." Thesis, 2000. https://figshare.com/articles/thesis/Inclusion_and_hearing_impairment_A_case_study/20960140.

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This study investigated the effect of inclusive practice for a student with hearing - impairment. The findings of the case study provide a valuable resource for classroom teachers, to assist them and guide them in teaching a student who is hard of hearing or deaf.

During the 1970's and 1980's, Australian and New Zealand special education theory and practice, and education of the hearing -impaired (no less than other specialisation) were strongly influenced by the ideas of normalisation and mainstreaming. These ideas were gaining popularity from Scandinavian developments, the influence of PL94-142 (The Education of All Handicapped Children Act) in the United States and the Report of the Warnock Committee of Enquiry into special education in Great Britain.

Segregation has been most widely used as a method of dealing with disabled people. Students with disabilities (intellectual, physical and sensory) are a group of students who have traditionally been segregated educationally and a separate educational structure has been developed around them.

As the last decade of the twentieth century passes away, educators are coming to terms with change, which is seen to come out of a concept known as social justice. Inclusion is a complex topic. It ensures educational outcomes for all students and acknowledges that all students are learners.

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Books on the topic "Classroom segregation"

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Oh, Freedom!: Classroom Guide. Random House Trade, 1997.

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Marschark, Marc, Shirin Antia, and Harry Knoors, eds. Co-Enrollment in Deaf Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190912994.001.0001.

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Co-enrollment programming in deaf education refers to classrooms in which a critical mass of deaf and hard-of-hearing (DHH) students is included in a classroom containing mainly hearing students and the class is taught by both a mainstream teacher and a teacher of the deaf. It thus offers full access to both DHH and hearing students in the classroom through “co-teaching” and avoids both academic segregation of DHH students and their integration into classes with hearing students without the need for additional support services or modification of instructional methods and materials. Co-enrollment thus seeks to give DHH learners the best of both (mainstream and separate) educational worlds. Co-enrollment programming has been described as a “bright light on the educational horizon” for DHH learners, giving them unique educational opportunities and educational access comparable to that of hearing peers. Co-enrollment programming shows great promise, but research concerning co-enrollment programming for DHH learners is still in its infancy. This volume provides descriptions of 14 co-enrollment programs from around the world, explaining their origins, functioning, and available outcomes. Set in the larger context of what we know and what we don’t know about educating DHH learners, the volume offers readers a vision of a brighter future in deaf education for DHH children, their parents, and their communities.
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Blum, Lawrence. Race and K-12 Education. Edited by Naomi Zack. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190236953.013.28.

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Different socioeconomic backgrounds and barriers to education have contributed to lower educational achievement among blacks, Latinos, and Native Americans, compared to American whites and Asians. The failure of legal integration to close the racial achievement gap is the result of prejudice on the part of teachers, as well as a scarcity of culturally relevant curricula materials for nonwhite children. As a plausible solution to these problems, recent studies show that poor children do better in classes where middle-class children are also present. Middle-class children already have habits and values that support success in the educational system. Integrated schools are not sufficient, because they are often divided in “tracks” that reproduce racial segregation. Racial diversity in the K-12 classroom is fruitful preparation for civic engagement in a pluralistic society made up of citizens from diverse backgrounds.
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Moland, Naomi A. Can Big Bird Fight Terrorism? Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190903954.001.0001.

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Sesame Street has a global reach, with more than thirty co-productions that are viewed in over 150 countries. In recent years, the United States Agency for International Development (USAID) has provided funding to the New York-based Sesame Workshop to create international versions of Sesame Street. Many of these programs teach children to respect diversity and tolerate others, which some hope will ultimately help to build peace in conflict-affected societies. In fact, the U.S. government has funded local versions of the show in several countries enmeshed in conflict, including Afghanistan, Kosovo, Pakistan, Jordan, and Nigeria. Can Big Bird Fight Terrorism? takes an in-depth look at the Nigerian version, Sesame Square, which began airing in 2011. In addition to teaching preschool-level academic skills, Sesame Square seeks to promote peaceful coexistence-a daunting task in Nigeria, where escalating ethno-religious tensions and terrorism threaten to fracture the nation. After a year of interviewing Sesame creators, observing their production processes, conducting episode analysis, and talking to local educators who use the program in classrooms, Naomi Moland found that this child-focused use of soft power raised complex questions about how multicultural ideals translate into different settings. In Nigeria, where segregation, state fragility, and escalating conflict raise the stakes of peacebuilding efforts, multicultural education may be ineffective at best, and possibly even divisive. This book offers rare insights into the complexities, challenges, and dilemmas inherent in soft power attempts to teach the ideals of diversity and tolerance in countries suffering from internal conflicts.
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Book chapters on the topic "Classroom segregation"

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Obrovská, Jana. "Roma Education in Post-socialist Classrooms: Between Segregation and Inclusion." In Roma Identity and Ritual in the Classroom, 1–25. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94514-9_1.

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Adair, Jennifer Keys, and Kiyomi Sa´nchez-Suzuki Colegrove. "2. Everyday Life in Ms. Bailey’s Classroom." In Segregation by Experience, 23–58. University of Chicago Press, 2021. http://dx.doi.org/10.7208/chicago/9780226765754.003.0002.

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Adair, Jennifer Keys, and Kiyomi Sa´nchez-Suzuki Colegrove. "3. How Educators Responded to Ms. Bailey’s Classroom." In Segregation by Experience, 59–76. University of Chicago Press, 2021. http://dx.doi.org/10.7208/chicago/9780226765754.003.0003.

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García, David G. "The White Architects of Mexican American Education." In Strategies of Segregation. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520296862.003.0002.

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This chapter identifies the strategies of segregation employed by White architects early in Oxnard's history, focusing on the city's first mayor and school superintendent, Richard B. Haydock. It considers Haydock's public remarks about race and Mexicans alongside his foundational contributions in designing substandard living conditions for Mexican laborers and a segregated school system for their children. Haydock, along with the other city trustees, actually contributed to the very conditions of “filth” they claimed occurred because of Mexican “ignorance.” In doing so, this chapter argues that the racial hierarchy Haydock and the other White architects established in schools functioned to relegate Mexicans, with very few exceptions, to the bottom as a seemingly normal practice enforced well beyond the classroom.
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García, David G. "“Obsessed” with Segregating Mexican Students." In Strategies of Segregation. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520296862.003.0004.

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This chapter presents a close examination of the publicly documented blueprints for school segregation from 1934 to 1939, as Oxnard school officials formalized a school-within-a-school model of separating Mexican children from Whites. Considering the school board meeting minutes during this six-year period, this chapter follows the trustees' incessant tinkering with classroom racial composition and social interaction practices within schools. It shows how they adjusted residential enrollment boundaries between schools and swiftly accommodated White parents' demands for segregation. These board actions facilitated racially disproportionate attrition rates for Mexican students before high school. Thus, though they attempted to portray themselves as dutiful administrators without any particular agenda, their documented segregation plans during this six-year time period reveal the racism of their actions.
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LOCKHEED, MARLAINE E. "Some Determinants and Consequences of Sex Segregation in the Classroom." In Gender Influences in Classroom Interaction, 167–84. Elsevier, 1985. http://dx.doi.org/10.1016/b978-0-12-752075-9.50013-1.

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WILKINSON, LOUISE CHERRY, JANET LINDOW, and CHI-PANG CHIANG. "Sex Differences and Sex Segregation in Students' Small-Group Communication." In Gender Influences in Classroom Interaction, 185–207. Elsevier, 1985. http://dx.doi.org/10.1016/b978-0-12-752075-9.50014-3.

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Burkholder, Zoë. "The Education That Is Their Due." In An African American Dilemma, 46–86. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190605131.003.0003.

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Chapter 2 identifies a distinct uptick in northern Black support for separate schools. The rise of scientific racism fueled anti-Black discrimination that accelerated alongside the first Great Migration and the Great Depression. Hostile whites segregated classrooms and buildings in defiance of state law as Black populations increased. At the same time, there is compelling evidence from New Jersey, New York, Ohio, Indiana, Illinois, and Michigan that Black families either passively accepted or actively requested separate classrooms and schools in order to access Black teachers. Many Black northerners believed separate schools would offer a higher quality education and more of the teaching and administrative jobs that sustained the Black middle class. Still, this position was far from universal, and many northern Black communities energetically resisted school segregation. A growing number of Black intellectuals and civil rights activists vehemently objected to any form of state-sponsored segregation and campaigned actively for school integration.
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Minow, Martha. "Making Waves: Schooling and Disability, Sexual Orientation, Religion, and Economic Class." In In Brown's Wake. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195171525.003.0007.

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The historic treatment of students with disabilities in many ways resembles racial segregation in schools. Brown’s influence in this field is clear but complicated. Also complicated are debates over equal treatment of students who identify as gay, lesbian, bisexual, or transgendered. Religious students—and religious schools—elicit further variations on the educational equality debate with consequences for social integration and intergroup relations. Compulsory education laws in the United States for many years exempted students with mental and physical disabilities, and many school systems excluded such students or assigned them to separate institutions well into the 1970s. Before Brown, court challenges to this treatment of students with disabilities failed either on the assumption that the child’s impairments made schooling inappropriate or that the presence of the child with disabilities would harm the best interests of other children and the school. Even schools set up for students with disabilities could exclude a student by asserting that the child’s limitations would prevent educational progress. During the 1920s, communities established separate schools for students who were blind, deaf, or severely retarded, and many schools established separate classrooms for students who were considered to be slow learners. Misclassifications assigning students to separate classrooms or schools was not uncommon, and especially affected students who were immigrants or members of minority groups. This process of segregating persons with disabilities often relegated such persons to squalid residential institutions and imposed forced sterilization, justified in terms set by the eugenics movement. Those children with disabilities who did receive services did so largely in classrooms or schools removed from their peers. Parent advocacy organizations and civil rights activists challenged these practices, often with explicit references to Brown v. Board of Education. Parents and educators pressed for both more funding and experiments placing students with disabilities in regular educational settings. Integration, also called “mainstreaming” and “inclusion,” became a central goal through litigation, legislation, and advocacy for individual students, but for some children, advocates also pursued specialized instruction in separate settings. Intertwined with failures in the treatment of students with disabilities was the problem of racially discriminatory treatment.
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Minow, Martha. "What Brown Awakened." In In Brown's Wake. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195171525.003.0005.

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Brown v. Board of Education established equality as a central commitment of American schools but launched more than a half century of debate over whether students from different racial, religious, gender, and ethnic backgrounds, and other lines of difference must be taught in the same classrooms. Brown explicitly rejected state-ordered racial segregation, yet neither law nor practice has produced a norm of racially integrated classrooms. Courts restrict modest voluntary efforts to achieve racially mixed schools. Schools in fact are now more racially segregated than they were at the height of the desegregation effort. Talk of this disappointing development dominated the events commemorating the fiftieth anniversary of the Brown decision. Instead of looking at the composition of schools and classrooms, policy-makers measure racial equality in American schooling by efforts to reduce racial differentials in student performance on achievement tests, and those efforts have yielded minimal success. Historians question whether the lawyers litigating Brown undermined social changes already in the works or so narrowed reforms to the focus on schools that they turned away from the pursuit of economic justice. Commentators have even questioned whether the Court’s decision itself ever produced real civil rights reform. Although Brown focused on racial equality, it also inspired social movements to pursue equal schooling beyond racial differences, and it yielded successful legal and policy changes addressing the treatment of students’ language, gender, disability, immigration status, socioeconomic status, religion, and sexual orientation. These developments are themselves still news, inadequately acknowledged and appreciated as another key legacy of Brown. Yet here, too, judges, legislators, school officials, experts, and parents disagree over whether and when equality calls for teaching together, in the same classrooms, students who are or who are perceived to be different from one another. Parents and educators have at times pushed for separate instruction and at times for instructing different students side by side. As the twenty-first century proceeds, equality in law and policy in the United States increasingly calls for mixing English-language learners with English-speaking students and disabled with non-disabled students, but students’ residential segregation and school assignments often produce schools and classrooms divided along lines of race, ethnicity, and socio-economic class.
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Conference papers on the topic "Classroom segregation"

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Estrada, Peggy. "Elementary English Learner Classroom-Level Segregation Versus Integration and Achievement: A Replication Using Multilevel Modeling and Propensity Score Matching." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1660190.

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