Harvard Educational Review, Volume 38Howard Eugene Wilson Harvard University, 1968 "The Harvard Educational Review is a journal of opinion and research in the field of education. Articles are selected, edited, and published by an editorial board of graduate students at Harvard University. The editorial policy does not reflect an official position of the Faculty of Education or any other Harvard faculty."-- Volume 81, Number 2, Summer 2011 |
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Page 130
... racial desegregation . Moreover , there is pretty convincing evidence that these school performance differences for Negro students are in fact related to specifically racial contexts and conditions . For example , students ' higher ...
... racial desegregation . Moreover , there is pretty convincing evidence that these school performance differences for Negro students are in fact related to specifically racial contexts and conditions . For example , students ' higher ...
Page 131
... racial composition of the schools they attended as children . Those who attended racially isolated schools are ... racial effect of schools . A dramatic illustration of this effect is that high - status ( college - educated ) Negroes who ...
... racial composition of the schools they attended as children . Those who attended racially isolated schools are ... racial effect of schools . A dramatic illustration of this effect is that high - status ( college - educated ) Negroes who ...
Page 132
... racial attitudes and preferences than between their academic performance levels and racial preferences . Students with high levels of academic competence who attend isolated schools are less likely to express acceptance of desegregated ...
... racial attitudes and preferences than between their academic performance levels and racial preferences . Students with high levels of academic competence who attend isolated schools are less likely to express acceptance of desegregated ...
Contents
Educational | 3 |
RESEARCH ISSUES ON EQUALITY | 37 |
POLICY ISSUES ON EQUALITY | 85 |
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academic achievement activities American analysis areas associated attitudes basic become behavior cent child City classroom Coleman concept concerned course curriculum discussion educational opportunity effect effort equal example experience fact feel give given grade groups HARVARD EDUCATIONAL REVIEW human important improve increase individual institutions instruction integration interest involved issues kind knowledge learning least less major materials means measures nature Negro organization parents political poor possible practice present problems Professor public schools pupils question racial reading reason Report response role seems social society structure suggests teachers teaching things tion United University urban values York
Bibliographic information
| Title | Harvard Educational Review, Volume 38 |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1968 |
| Original from | the University of California |
| Digitized | 7 Apr 2008 |
| Export Citation | BiBTeX EndNote RefMan |