Suchergebnisse

This article suggests that resegregation is likely to be a common "second-generation" school desegregation problem. Once a desegregation plan is implemented, changes in housing patterns can bring about the need for adjustments in the pupil assignments plan in order to reduce emerging racial imbalance in schools. An investigation of Charlotte- Mecklenburg's past desegregation experience revealed a frequently reoccurring desegre gation-resegregation cycle. On three occasions since 1970 Charlotte school officials have made changes in the pupil-assignment plan in order to keep schools racially balanced. The resegregation of schools was due to intradistrict residential shifts and inmigration. The future desegregation status of school systems may hinge upon the position of the courts on the resegregation issue. It is clear that desegregation is a continuing process and not a one-time event.

The pattern of residential movement by white households both before & after school desegregation in Charlotte-Mecklenburg, NC suggests a general suburbanization trend. Although this trend increased in strength after desegregation began, the temptation to view this as a cause & effect relationship should be tempered with caution because the stronger suburbanization trend may actually be indicative of a more active period of intra-Ur residential mobility during the early 1970s as well as of other factors not associated with school desegregation activity. Yet it would also be a mistake to completely deny the influence of desegregation. The attraction of several suburban schools to white households appeared to be influenced by the fact that as part of the desegregation program they were assigned both below average black student ratios & had no involvement in the cross-district busing of white students. In the absence of these conditions, it is highly unlikely that these attendance zones would have experienced such a large net migration gain. 2 Tables, 3 Figures. AA.