Does Integration Mean Better Education?

[Unkotare]

I've always wondered. What about sitting next to a person of a different race makes for a better education? Isn't it "racist" to suggest that blacks can't learn unless they're sitting next to whites?

Is leftism bringing this kind of fucking idiocy around full circle?

Yeah, because WJ was such a leftist.
...

He wasn't bright enough to understand what his words meant. Maybe something you two have in common?

Ha! He understood all right. ...

Understood what?

Are you really that moronic (rhetorical question)...

So, you don’t even know.

 

[Dr Grump]

So, you don’t even know.

Yeah, that's it <rolls eyes>...

 

[Flopper]

" Searching For An Explanation For Economic Handicaps "

* Peer Pressure And Disposition *

I've always wondered. What about sitting next to a person of a different race makes for a better education? Isn't it "racist" to suggest that blacks can't learn unless they're sitting next to whites?

The objectives for school desegregation were to establish the commonplace acceptance of individuals of different races within communities , whenever it came to occur , rather than maintaining forced segregation .

Associating with other individuals whose competence of interests aspire towards technical expertise exposes one to areas of thought and skill sets that they may not have otherwise considered or sought to pursue on their own .

That white societies are more likely to be familiar with technically challenging areas of interest may be a motivator by those seeking to use busing as a means to raise standards of communities with less exposure to , or lower acumen for , advanced or competent skills .

Alternatively , allowing the interests of sub capacity abilities or faulty ambitions could lead one down a path of dereliction , or complacency , or incompetence , where those with the least capacity for improvement seek to influence the hierarchy of social direction where education excellence or ambitious attitudes as a priority is diminished .

https://www1.udel.edu/educ/gottfredson/30years/Rushton-Jensen30years.pdf

Culture-only hypotheses have not explained the mean Black–White group differences in IQ. (They have especially not explained the findings on East Asians.) One early view was that the mean Black–White group difference in IQ was due to the then obvious differences in (segregated) school facilities (Myrdal, 1944). However, despite the U.S. Supreme Court Brown v. Board of Education (1954) decision striking down segregated schooling, and the consequent nation-wide program of school busing, the mean Black–White group difference has not decreased. Moreover, the Coleman Report (Coleman et al., 1966) found that the racial composition of schools per se was not related to achievement in either Blacks or Whites. Most of the variation in IQ scores occurred within schools and less than 20% occurred between schools. Negligible, and in some cases, negative correlations were found between IQ and variables such as pupil expenditure, teachers’ salaries, teachers’ qualifications, student/teacher ratios, and the availability of other school professionals (see also Coleman, 1990 –1991).

The most frequently stated culture-only hypothesis is that the mean IQ differences are due to SES. In fact, controlling for SES only reduces the mean Black–White group difference in IQ by about a third, around 5 IQ points. The genetic perspective does not regard this control for SES as being entirely environmental. It holds that the parents’ socioeconomic level in part reflects their genetic differences in intelligence. Moreover, according to the culture-only theory, as Black groups advance up the socioeconomic ladder, their children should be less exposed to environmental deficits and therefore should do better and, by extension, close the distance separating the Black mean with the White. In fact, the magnitude of the mean Black–White group difference in IQ for higher SES levels, when measured in standard deviations, is larger (Herrnstein & Murray, 1994, pp. 286 –289).

From the prospective of a social scientist, that might well be the objective of integration. However, the courts ordered integration of schools to provide equality of education. Separate and equal was the battle cry of segregations but it just didn't happen in the South. I spent 12 years in public schools in the deep south prior to integration. Black schools were subpar with respect to the quality of the facilities, curriculum, instruction, text books, and results.

 

[DGS49]

As I saw it, there were a couple different theories. On the one hand, it was hoped that kids who were educated together with other students who were of different races would get to know each other better and when they grew up they would not be racist bastards like their parents. The great success of busing for this purpose is so overwhelming that racism has virtually been eliminated. Well done, us.

The second purpose of busing was to get Black kids into the "better" schools (better buildings, better sports facilities, better teachers, etc.), and for the "white" kids...well, to be serious, I don't know how it was supposed to benefit the white kids who were bused to Black neighborhoods......no, wait,...

The white kids benefitted because their parents immediately put them into Parochial and/or private schools, so they would not have to go to those schools.

 

[Flopper]

As I saw it, there were a couple different theories. On the one hand, it was hoped that kids who were educated together with other students who were of different races would get to know each other better and when they grew up they would not be racist bastards like their parents. The great success of busing for this purpose is so overwhelming that racism has virtually been eliminated. Well done, us.

The second purpose of busing was to get Black kids into the "better" schools (better buildings, better sports facilities, better teachers, etc.), and for the "white" kids...well, to be serious, I don't know how it was supposed to benefit the white kids who were bused to Black neighborhoods......no, wait,...

The white kids benefitted because their parents immediately put them into Parochial and/or private schools, so they would not have to go to those schools.

The court-ordered busing effort which applied to fewer than 5 percent of the nation's public school students, did not make a major dent in desegregating schools but it did get the ball rolling in many school districts. Both Blacks and Whites feared integration, believing it would result in violence but for the most part it was a peaceful process.

Two major factors greatly increased integration in schools. First, being drawing school boundaries based on racial content of neighborhoods was no longer allowed. Second, federal discrimination regulations made it easier for blacks to live in previously all white neighborhoods. So the integration of schools occurred as a result of integration of neighborhoods.

 

[RobbinBobbin]

I think it's making our education more global by the social and communicative way! World is globalizing nowadays.