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School desegregation and social science research.

Janet Ward Schofield1, Leslie R M Hausmann

  • 1Department of Psychology, University of Pittsburgh, Pittsburgh, PA 15260, USA. schof@pitt.edu

The American Psychologist
|September 16, 2004
PubMed
Summary

Research on school desegregation has significantly decreased since the 1980s. This decline is linked to policy shifts, reduced funding, and evolving research priorities in social psychology.

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Area of Science:

  • Social Psychology
  • Educational Policy Research
  • Sociology of Education

Background:

  • School desegregation research was prominent following the Brown v. Board of Education decision.
  • A notable decline in this research area has been observed since the mid-1980s.

Observation:

  • Factors influencing the quantity and focus of desegregation research are examined.
  • The study emphasizes reasons for the research decline in the last two decades.

Findings:

  • A national shift away from school desegregation policies and decreased research funding contributed to the decline.
  • Evolving perspectives on desegregation, research outcomes, and team composition also played a role.
  • Societal demographic changes and advancements in laboratory-based intergroup relations research further influenced this trend.

Implications:

  • Understanding the decline in school desegregation research provides insight into shifting academic and policy landscapes.
  • This analysis highlights the complex interplay between societal trends, policy, funding, and research focus in social sciences.

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