Harvard Educational Review
  1. Spring 1968 Issue »

    Race and Equal Educational Opportunity

    Thomas F. Pettigrew
    After reviewing several studies that support the Coleman finding on the significance of the social-class climate of the school's student body, the author considers effects which can be attributed specifically to racial-composition factors. He distinguishes between a "desegregated" school and an "integrated" school, and discusses the explanatory power of this "crucial distinction." The author concludes with an examination of questions concerning the dynamics of the interracial classroom suggested by the Equality of Educational Opportunity survey data. Two processes are considered in some detail: "fate control" and "social evaluation."

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    Spring 1968 Issue

    Abstracts

    Preface
    Harold Howe II
    The Concept of Equality of Educational Opportunity
    James Coleman
    Sources of Resistance to the Coleman Report
    Daniel P. Moynihan
    Research Issues
    School Factors and Equal Educational Opportunity
    Henry S. Dyer
    Academic Motivation and Equal Educational Opportunity
    Irwin Katz
    Race and Equal Educational Opportunity
    Thomas F. Pettigrew
    Social Class and Equal Educational Opportunity
    Alan B. Wilson
    Policy Issues
    Towards Equality of Educational Opportunity?
    Samuel Bowles
    Alternative Public School Systems
    Kenneth B. Clark
    Policy for the Public Schools
    Compensation and Integration
    David K. Cohen
    Discussion
    Implementing Equal Educational Opportunity
    Report Analysis
    Theodore R. Sizer
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