- (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. Zob. takie przykłady jak: 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 et al., The Shape of the River; M. J. Chang, „Preservation or Transformation”: 125-40; P. Gurin et al., „Diversity and Higher Education”: 330-66; S. Hurtado et al., „Linking Diversity and Civic-Minded Practices With Student Outcomes”; S. Hurtado et al., „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 (July 1999): 377-95, https://www.researchgate.net/publication/232547545_Does_Racial_Diversity_Matter_The_Educational_Impact_of_a_Racially_Diverse_Undergraduate_Population; „Brief of Amicus Curiae: The American Psychological Association in Support of Respondents in Fisher v. University of Texas at Austin.”
21. „Brief of 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 of amici curiae: The American Psychological Association in Support of Respondents in Fisher v. University of Texas at Austin.”
25. „Brief of the American Educational Research Association et.al. as amici curiae in Support of Respondents in Fisher v. University of Texas at Austin.”
26. „Brief of 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 and Yale University in Support of Respondents in Fisher v. University of Texas at Austin,” November 2, 2015, https://www.utexas.edu/vp/irla/Documents/ACR%20Brown%20University%20et%20al.pdf.
28. „Brief of the American Educational Research Association et.al. as amici curiae in Support of Respondents in Fisher v. University of Texas at Austin”; „Brief of amici curiae: The American Psychological Association in Support of Respondents in Fisher v. University of Texas at Austin.”
29. „Brief of Brown University et al. in Support of Respondents in Fisher v. University of Texas at Austin.”
31. „Brief of amici curiae: The American Psychological Association in Support of Respondents in Fisher v. University of Texas at Austin”; N. A. Bowman, „How Much Diversity is Enough? The Curvilinear Relationship Between College Diversity Interactions and First-year Student Outcomes,” Research in Higher Education 54, nr 8 (grudzień 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 of Brown University et al. in Support of Respondents in Fisher v. University of Texas at Austin”; „Brief of the American Educational Research Association et.al. as 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 i N. Legters, „LOCATING THE DROPOUT CRISIS: Which High Schools Produce the Nation’s Dropouts? Gdzie są zlokalizowane? Kto do nich uczęszcza?” Center for Research on The Education of Students Placed at Risk, Johns Hopkins University, wrzesień 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 i N. M. Dowling, „Schools and Inequality.”
53. S. Brown-Jeffey, „High School Racial Composition: Balancing Excellence and Equity,” paper presented at the 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, nr 2 (czerwiec 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,” referat przedstawiony na 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,” praca doktorska w Educational Theory & Policy, przedstawiona Pennsylvania State University, grudzień 2007, https://books.google.com/books?id=28jcneEzTacC&printsec=frontcover#v=onepage&q&f=false.
54. D. Massey et al., „The Effect of Childhood Segregation on Minority Academic Performance at Selective Colleges.”
58. Common Core State Standards Initiative, „About the Standards,” 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, April, 10, 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 of amici curiae: The American Psychological Association in Support of Respondents in Fisher v. University of Texas at Austin,” 55-56.
62. Tamże.
63. Tamże, 107-10.
70. J. W. Schofield, „School Desegregation and Intergroup Relations.”
73. E. G. Cohen i 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, Czarni i biali w szkole.
91. D. Hess, Controversy in the Classroom.
92. Tamże.
93. P. Carter et al., Closing the Opportunity Gap.
98. A. L. Goodwin, „Curriculum as Colonizer”, 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 i 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, Wielka inwersja i przyszłość amerykańskiego miasta.
125. A. Ehrenhalt, Wielka inwersja i przyszłość amerykańskiego miasta.
128. A. S. Wells et al., „Divided We Fall.”
129. P. Carter i Kevin Welner, red., Closing the Opportunity Gap; A. S. Wells i J. J. Holme, „No Accountability for Diversity.”
132. J. H. Enten, „Bill de Blasio’s Diverse Coalition Could Clinch Contest for New York Mayor.”
136. M. Krysan i N. Faison, „Racial Attitudes in America.”
137. M. Krysan i N. Faison, „Racial Attitudes in America”; J. Louie, „We Don’t Feel Welcome Here.”
138. R. Alba i 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, „Beyond Brown v. Board: The Final Battle for Excellence in American Education”, Fundacja Rockefellera, 2004, badanie opublikowane w Newsweek Magazine.
145. J. Stillman, „Tipping In”; N. Lacireno-Paquet i C. Brantley, „Who Chooses Schools, and Why?”
149. G. Orfield i 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 i C. Brantley, „Who Chooses Schools, and Why?”; A. S. Wells et al., Both Sides Now.
154. A. S. Wells et al., „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, kwiecień, 10, 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,” w Closing the Opportunity Gap: 61-76.
164. R. Rothstein, „Why Children from Lower Socioeconomics Classes, on Average, Have Lower Academic Achievement Than Middle-class Children,” w Closing the Opportunity Gap: 61-76.
165. A. S. Wells et al., Both Sides Now.
167. A. S. Wells, „Seeing Past the „Colorblind” Myth of Education Policy.”
170. „Perspectives for a Diverse America,” z 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 i J. J. Holme, „No Accountability for Diversity.”
176. Zob. Halley Potter i Kimberly Quick, z Elizabeth Davies, „A New Wave of School Integration Districts and Charters Pursuing Socioeconomic Diversity”, The Century Foundation, 9 lutego 2016 r., https://tcfdotorg.atavist.com/a-new-wave-of-school-integration.
Tagi: edukacja, rasa, integracja społeczno-ekonomiczna, różnorodność, edukacja k-12