Discussions of the Deep South often ignore Florida and neglect to note the complexities of race relations throughout the state's history. Central Florida particularly has been overlooked and historians have yet to establish firmly the history of mid-twentieth century race relations in the region. Since there are few existing written accounts of the civil rights movement in Central Florida, this study attempts to contribute to the scholarly discourse about race in the region by investigating the desegregation of Orange County public schools. The bulk of this study is devoted to the 1962 case Ellis v. Board of Public Instruction of Orange County, Florida and how the case eventually desegregated the county's schools. The desegregation process was a long and arduous effort, but progress continued steadily and ten years after the suit was initiated, the county's school system bore little resemblance to the rigidly operated dual system of just one decade prior. This thesis sheds light on a previously overlooked segment of Central Florida's history and demonstrates why the untold story of Orange County's school desegregation effort is an important part of America's nationwide civil rights movement.

No description available.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references. Also available in print.

This dissertation is composed of three papers examining the predictors and consequences of increasing school segregation following widespread release from court ordered desegregation orders. Paper one investigates factors shaping districts’ choices to pursue release from desegregation orders. This serves to provide context for papers two and three, and to outline whether there are systematic differences between school districts that were released from orders and those that were not. Paper two tests whether release from court ordered desegregation orders coincided with racially disparate changes in elementary and middle school test scores. Paper three presents an analysis of how property taxes – an indicator of housing values - responded to release from desegregation orders.

This dissertation explored the links between residential segregation, transportation policy, and education equity in the metropolitan area of La Paz-El Alto, Bolivia. Using quantitative and qualitative research methods, the study assessed whether mass transit projects counter the educational effects of residential segregation. The specific goals of the study were to: (a) measure the level of segregation that students experience in neighborhoods and schools; (b) assess disparities in school accessibility among students of different ethnic and socioeconomic backgrounds; and (c) to measure the effects of mass transit availability on school segregation. The results showed that students in the metropolitan area of La Paz-El Alto are highly segregated by ethnic and socioeconomic background. Moreover, neighborhoods with a higher proportion of either Indigenous or low-income students have lower levels of school accessibility. School accessibility is hindered by the limited supply of schooling and by an inefficient, unsafe, and limited public transportation system. The introduction of high-quality mass transit had a small yet statistically significant effect on school segregation. Students in the lowest third of the wealth distribution are more likely than their wealthier counterparts to change schools when mass transit becomes available. Mass transit projects have thus been a welcome addition to families’ transportation options, which highlights the significance of pairing education and transportation policies to promote greater equality of educational opportunity.

This dissertation traces the history of Edwards High School in Gonzales, Texas, from its origins in the late 1800s through its closure in 1965 and situates Edwards within the larger framework of secondary schooling for African-Americans in Texas. Although more than two hundred high schools for African-Americans existed in Texas for some period by 1947, little is known about these institutions, especially those located in small towns. Schooling for African-Americans following the Civil War was irregular and normally consisted only of elementary grades. As more schools became available, black students received an inequitable share of resources for their education and they did not share in the groundswell of high schools available to white students. Many of the high schools that became available to African-Americans during the first part of the twentieth century were located in urban areas. Little is known of the secondary institutions for African-Americans in the small towns of Texas. This study serves to recount the story of one such school. The study pays particular attention to the students, teachers, and curriculum of Edwards High School, focusing on the years between 1935 and 1965, the year the school closed due to desegregation. Archival materials provided information on student demographics, enrollment and attendance patterns, as well as student participation in activities. Oral history interviews offered a glimpse into the lived experience of those who attended Edwards High. Teachers’ certification records and salary data informed an understanding of Edwards High School’s faculty. The study sheds light on the relationship between teachers and students and between faculty and the larger African-American community in Gonzales. The curriculum of Edwards High changed over time. Changing state classification and accreditation standards provided the impetus for these changes. This examination of Edwards High School informs a greater understanding of secondary education for African-Americans in Texas. / text

No description available.

Given the historically repressive and racist legislation and practices of a white supremacist government, and notwithstanding the subsequent advent of a new democratic state, this thesis argues that the desegregation of teachers is unlikely to unfold in accordance with the conceived ideals and expectations of the Constitution of South Africa. It is further contended that while teacher desegregation has occurred to a limited extent, it has not contributed substantially to the realization of non-racialism. Set against the backdrop of the values framework espoused in the Constitution, this study is located in KwaZulu-Natal, one of the nine provinces that constitute South Africa. Taking into account the 'layered' nature of social reality, and using a humanistic sociological approach, which is characterised by an emphasis on the human being as the central focus, this study combines both quantitative and qualitative methodologies. The first layer of the study comprises of a feasibility study which aims to ascertain the extent to which teacher desegregation has occurred in KwaZulu-Natal as well as to assess the experiences of a convenience sample of teachers who have moved to schools that were historically not designated to their race group. This layer of the study is exploratory and succeeds in providing the contour of the data and indicated the need for an extended, in-depth study. The feasibility study is followed by the second layer of study which serves the purpose of discovery and which comprises of an analysis of how teachers defIne, understand and manage desegregation. The subsequent layer is an intensifIcation of the data and interrogates the experiences of teachers who are currently employed at schools that were historically inaccessible places of employment. Driven by a strongly Lefebvrean theoretical perspective on space, the data is analysed taking into consideration the conception of space that prevails today in the country as opposed to the spatial practices and representation of space of the historical past which were determined largely by legislation such as the Group Areas Act and the Population Registration Act, both of which territorially divided the country and marked bodies in terms of race thereby contributing to the inextricable intertwining of race and space. It is suggested that while some progress has been made in respect of racial desegregation and integration, the enduring effects of history which are inscribed in space persist nonetheless. This is evident from the experiences of alienation, marginalisation, displacement, territorialism, resegregation as well as a sense of violation of space which are described by the participants. In addition, obstacles to desegregation are factors such as a fear of crime, inaccessibility of schools, racism and the challenges posed by language. Ideas for further research in respect of teacher desegregation in other provinces of the country as well as issues of teacher identity in desegregated spaces are suggested and the possible use of a spatial perspective in other studies is encouraged. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2007.

Thesis (Ph.D.(Education Management))-University of Pretoria, 2007. / Abstract in English. Includes bibliographical references. Available on the Internet via the World Wide Web.