- (Princeton, NJ: Princeton University Press, 2012),
- .
4. Fisher v. University of Texas at Austin, 133 S.Ct. 2411 (2013).
8. Milliken v. Bradley, 418 S.Ct. 717 (1974).
10. Regents of the University of California v. Bakke, 438 S.Ct. 265 (1978).
16. Zie voorbeelden als: L. C. Bollinger, “On the Importance of Diversity in University Admissions”; Bollinger, “A Long, Slow Drift from Racial Justice”; L. C. Bollinger, “The Need for Diversity in Higher Education”: 431-436; W. G. Bowen e.a., The Shape of the River; M. J. Chang, “Preservation or Transformation”: 125-40; P. Gurin e.a., “Diversiteit en hoger onderwijs”: 330-66; S. Hurtado e.a., “Linking Diversity and Civic-Minded Practices With Student Outcomes”; S. Hurtado e.a., “Thinking About Race”: 127-55; J. F. Milem, “The Educational Benefits of Diversity.”
18. M.J. Chang, “Does Racial Diversity Matter?: The Educational Impact of a Racially Diverse Undergraduate Population,” Journal of College Student Development 40, no. 4 (juli 1999): 377-95, https://www.researchgate.net/publication/232547545_Does_Racial_Diversity_Matter_The_Educational_Impact_of_a_Racially_Diverse_Undergraduate_Population; “Brief van Amicus Curiae: The American Psychological Association in Support of Respondents in Fisher v. University of Texas at Austin.”
21. “Brief van amici curiae: The American Psychological Association in Support of Respondents in Fisher v. University of Texas at Austin”; J. A. Richeson, S. Trawalter, and J. N. Shelton, “African Americans’ Implicit Racial Attitudes and the Depletion of Executive Function After Interracial Interactions,” Social Cognition 23, no. 4 (2005): 336-52, http://groups.psych.northwestern.edu/spcl/documents/blk_stroop.pdf.
23. “Brief van amici curiae: The American Psychological Association in Support of Respondents in Fisher v. University of Texas at Austin.”
25. “Brief van de American Educational Research Association e.a. als amici curiae ter ondersteuning van verweerders in Fisher v. University of Texas at Austin.”
26. “Brief van Brown University, University of Chicago, Columbia University, Cornell University, Dartmouth College, Duke University, Johns Hopkins University, Massachusetts Institute of Technology, University of Pennsylvania, Princeton University, Stanford University, Vanderbilt University en Yale University in Support of Respondents in Fisher v. University of Texas at Austin,” 2 november 2015, https://www.utexas.edu/vp/irla/Documents/ACR%20Brown%20University%20et%20al.pdf.
28. “Brief van de American Educational Research Association et.al. als amici curiae ter ondersteuning van respondenten in Fisher v. University of Texas at Austin”; “Brief van amici curiae: The American Psychological Association ter ondersteuning van verweerders in Fisher v. University of Texas at Austin.”
29. “Brief van Brown University et al. ter ondersteuning van verweerders in Fisher v. University of Texas at Austin.”
31. “Brief van amici curiae: De American Psychological Association ter ondersteuning van Respondenten in Fisher v. University of Texas at Austin”; N. A. Bowman, “Hoeveel diversiteit is genoeg? The Curvilinear Relationship Between College Diversity Interactions and First-year Student Outcomes,” Research in Higher Education 54, no. 8 (december 2013): 874-894, https://www.researchgate.net/publication/257658414_How_Much_Diversity_is_Enough_The_Curvilinear_Relationship_Between_College_Diversity_Interactions_and_First-Year_Student_Outcomes.
33. “Brief van Brown University et al. in Support of Respondents in Fisher v. University of Texas at Austin”; “Brief van de American Educational Research Association et.al. als amici curiae in Support of Respondents in Fisher v. University of Texas at Austin.”
37. M.J. Chang, “Reconsidering the Diversity Rationale.”
38. M. J. Chang, “Post-Fisher.”
50. R. Balfanz en N. Legters, “LOCATING THE DROPOUT CRISIS: Which High Schools Produce the Nation’s Dropouts? Waar zijn ze gevestigd? Who Attends Them?” Center for Research on The Education of Students Placed at Risk, Johns Hopkins University, september 2004, http://www.csos.jhu.edu/crespar/techreports/report70.pdf.
51. R. A. Mickelson, “Twenty-first Century Social Science Research on School Diversity and Educational Outcomes”; G. D. Borman en N. M. Dowling, “Schools and Inequality.”
53. S. Brown-Jeffey, “High School Racial Composition: Balancing Excellence and Equity,” paper gepresenteerd op de American Sociological Association, Chicago, IL, 1999, http://spivack.org/references/696; R.A. Mickelson, “Subverting Swann: First- and Second-Generation Segregation in Charlotte, North Carolina,” American Educational Research Journal 38, no. 2 (juni 2001): 215-52, http://aer.sagepub.com/content/38/2/215.abstract; R. A. Mickelson, “How Middle School Segregation Contributes to the Race Gap in Academic Achievement,” paper gepresenteerd op de American Sociological Association, Anaheim, Calif., 2001. Tenisha Tevis, “African-American Students’ College Transition Trajectory: An Examination of the Effects of High School Composition and Expectations on Degree Attainment,” dissertatie in Onderwijstheorie & Beleid, aangeboden aan Pennsylvania State University, december 2007, https://books.google.com/books?id=28jcneEzTacC&printsec=frontcover#v=onepage&q&f=false.
54. D. Massey e.a., “The Effect of Childhood Segregation on Minority Academic Performance at Selective Colleges.”
58. Common Core State Standards Initiative, “Over de normen,” http://www.corestandards.org/about-the-standards/.
59. “It Takes More Than a Major: Employer Priorities for College Learning and Student Success,” An Online Survey Among Employers Conducted on Behalf of The Association of American Colleges and Universities, Hart Research Associates, 10 april 2013, https://www.aacu.org/sites/default/files/files/LEAP/2013_EmployerSurvey.pdf.
60. D. Hess, Controversy in the Classroom: The Democratic Power of Discussion (New York: Routledge, 2009).
61. “Brief van amici curiae: The American Psychological Association in Support of Respondents in Fisher v. University of Texas at Austin,” 55-56.
62. Ibid.
63. Ibid., 107-10.
70. J. W. Schofield, “School Desegregation and Intergroup Relations.”
73. E.G. Cohen en R. Lotan, “Producing Equal Status Interaction in the Heterogenous Classroom.”
74. E.G. Cohen, “Design and Redesign of the Desegregated School.”
75. A. G. Allport, The Nature of Prejudice (New York, NY: Perseus Books, 1954).
76. M. Metz, Classrooms and Corridors.
77. J. W. Schofield, Black and White in School.
91. D. Hess, Controverse in de klas.
92. Ibid.
93. P. Carter e.a., Closing the Opportunity Gap.
98. A. L. Goodwin, “Curriculum als kolonisator,” 3120.
100. G. Gay, Culturally Responsive Teaching.
106. National Center for Education Statistics, U.S. Department of Education, https://nces.ed.gov/.
109. J. Harrigan en R. Vogel, Political Change in the Metropolis.
115. W. H. Frey, “Melting Pot Cities and Suburbs.”
118. C. Leinberger, “The Next Slum?”
119. A. Ehrenhalt, The Great Inversion and the Future of the American City.
121. A. Ehrenhalt, De grote ommekeer en de toekomst van de Amerikaanse stad.
125. A. Ehrenhalt, De grote ommekeer en de toekomst van de Amerikaanse stad.
128. A.S. Wells e.a., “Divided We Fall.”
129. P. Carter en Kevin Welner, ed., Closing the Opportunity Gap; A. S. Wells en J. J. Holme, “No Accountability for Diversity.”
132. J. H. Enten, “Bill de Blasio’s diverse coalitie zou de strijd om het burgemeesterschap van New York kunnen winnen.”
136. M. Krysan en N. Faison, “Racial Attitudes in America.”
137. M. Krysan en N. Faison, “Racial Attitudes in America”; J. Louie, “We Don’t Feel Welcome Here.”
138. R. Alba en V. Nee, Remaking the American Mainstream.
142. G. Orfield, “Public Opinion and School Desegregation,”
Teachers College Record 96, no. 4 (1995): 654-70.=
143. Metropolitan Center for Urban Education. With All Deliberate
Speed: Achievement, Citizenship and Diversity in American Education (New York: Steinhardt School of Education, New York University, 2005), http://www.swannfellowship.org/Research/Files07/WithAllDeliberate.pdf.
144. E. Cose, “Brown v. Board voorbij: The Final Battle for Excellence in American Education,” Rockefeller Foundation, 2004, overzicht gepubliceerd in Newsweek Magazine.
145. J. Stillman, “Tipping In”; N. Lacireno-Paquet and C. Brantley, “Who Chooses Schools, and Why?”
149. G. Orfield en E. Frankenberg, “Experiencing Integration in Louisville.”
151. U.S. Department of Justice, Civil Rights Division, “Table of Authorities,” http://www.justice.gov/crt/table-authorities-5.
153. N. Lacireno-Paquet en C. Brantley, “Who Chooses Schools, and Why?”; A. S. Wells e.a., Both Sides Now.
154. A.S. Wells e.a., “Divided We Fall.”
155. “It Takes More Than a Major: Employer Priorities for College Learning and Student Success,” An Online Survey Among Employers Conducted on Behalf of The Association of American Colleges and Universities, Hart Research Associates, 10 april 2013, https://www.aacu.org/sites/default/files/files/LEAP/2013_EmployerSurvey.pdf.
162. R. Rothstein, “Why Children from Lower Socioeconomics Classes, on Average, Have Lower Academic Achievement Than Middle-class Children,” in Closing the Opportunity Gap: 61-76.
164. R. Rothstein, “Why Children from Lower Socioeconomic Classes, on Average, Have Lower Academic Achievement Than Middle-class Children,” in Closing the Opportunity Gap: 61-76.
165. A. S. Wells e.a., Both Sides Now.
167. A. S. Wells, “Seeing Past the “Colorblind” Myth of Education Policy.”
170. “Perspectives for a Diverse America,” uit Teaching Tolerance, http://perspectives.tolerance.org/.
172. National Conference of State Legislatures, Summary of Every Student Succeeds Act, Legislation Reauthorizing The Elementary and Secondary Education Act, National Conference of State Legislatures, 2010, http://www.ncsl.org/documents/capitolforum/2015/onlineresources/summary_12_10.pdf.
175. A.S. Wells en J.J. Holme, “No Accountability for Diversity.”
176. Zie Halley Potter en Kimberly Quick, met Elizabeth Davies, “A New Wave of School Integration Districts and Charters Pursuing Socioeconomic Diversity,” The Century Foundation, 9 februari 2016, https://tcfdotorg.atavist.com/a-new-wave-of-school-integration.
Tags: onderwijs, ras, sociaaleconomische integratie, diversiteit, k-12 onderwijs