Limit search to available items
Book Cover
Author Danns, Dionne, author.

Title Crossing Segregated Boundaries Remembering Chicago School Desegregation / Dionne Danns
Published New Brunswick, New Jersey : Rutgers University Press, 2020
Baltimore, Md. : Project MUSE, 0000
Online access available from:
EBSCO eBook Academic Collection    View Resource Record  
ProQuest Ebook Central Subscription    View Resource Record  


Description 1 online resource (pages cm)
Series New directions in the history of education
Book collections on Project MUSE
Contents Introduction -- Segregation, politics, and school desegregation policy -- Busing, boycotts, and elementary school experiences -- "The world is bigger than just ny local community" : choosing and traveling to high schools -- "I don't know if it was a racial thing or not" : academic experiences and curriculum -- "We were from all over town" : interracial experiences in and out of school -- "We all got along" : difficulties and differences -- After high school and desegregation benefits -- Conclusion : continuing inequality
Summary "Scholars have long explored school desegregation through various lenses, examining policy, the role of the courts and federal government, resistance and backlash, and the fight to preserve Black schools. However, few studies have examined the group experiences of students within desegregated schools. Crossing Segregated Boundaries centers the experiences of over sixty graduates of the class of 1988 in three desegregated Chicago high schools. Chicago's housing segregation and declining white enrollments severely curtailed the city's school desegregation plan, and as a result desegregation options were academically stratified, providing limited opportunities for a chosen few while leaving the majority of students in segregated, underperforming schools. Nevertheless, desegregation did provide a transformative opportunity for those students involved. While desegregation was the external impetus that brought students together, the students themselves made integration possible, and many students found that the few years that they spent in these schools had a profound impact on broadening their understanding of different racial and ethnic groups. In very real ways, desegregated schools reduced racial isolation for those who took part"-- Provided by publisher
Bibliography Includes bibliographical references and index
Notes Description based on print version record
Subject African American children -- Education -- Illinois -- Chicago -- History
High school graduates -- Illinois -- Chicago
Public schools -- Illinois -- Chicago -- History
School integration -- Illinois -- Chicago -- History
African American children -- Education
EDUCATION / General.
Ethnic relations
High school graduates
Public schools
Race relations
School integration
Chicago (Ill.) -- Ethnic relations
Chicago (Ill.) -- Race relations
Illinois -- Chicago
Genre/Form Electronic books.
Form Electronic book
Author Project Muse. distributor.
LC no. 2020004916
ISBN 1978810075