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Schools BetrayedRoots of Failure in Inner-City Education$
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Kathryn M. Neckerman

Print publication date: 2007

Print ISBN-13: 9780226569604

Published to Chicago Scholarship Online: February 2013

DOI: 10.7208/chicago/9780226569628.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 21 September 2021

Racial Segregation and Inequality

Racial Segregation and Inequality

(p.81) Chapter Four Racial Segregation and Inequality
Schools Betrayed

Kathryn M. Neckerman

University of Chicago Press

This chapter considers a set of decisions that explicitly concerns race. They include districting and resource allocation for black and white students, as well as the policies and practices shaping race relations in schools. The Chicago schools, like most other northern schools, were officially color blind, yet over time they became racially segregated and unequal. The chapter traces the rise of segregation, the emergence of racial inequality in the schools, and the political controversies over these problems, along with the intercultural programs adopted in response to racial tensions. These developments had implications both for the quality of education in black schools and for the legitimacy and trust that black parents and children were willing to give to the schools. In all three policy areas—race, vocational education, and remedial education—significant changes occurred between 1900 and 1960.

Keywords:   race, Chicago, schools, segregation, racial inequality, intercultural programs, education, black schools, vocational education, remedial education

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