- (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. Regentes da Universidade da Califórnia v. Bakke, 438 S.Ct. 265 (1978).
16. Ver exemplos tais como: 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., “Diversidade e Ensino Superior”: 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 (Julho de 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, e 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”: A Associação Psicológica Americana de Apoio aos Respondentes em Fisher v. Universidade do Texas em 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 e Yale University in Support of Respondents in Fisher v. University of Texas at Austin,” 2 de Novembro de 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, no. 8 (Dezembro 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, “Reconsiderando a Razão da Diversidade”
38. M. J. Chang, “Post-Fisher”.”
50. R. Balfanz e N. Legters, “LOCATING THE DROPOUT CRISISIS”: Quais as Escolas Secundárias que Produzem as Desistências da Nação? Onde estão localizadas? Quem as frequenta?” Center for Research on The Education of Students Placed at Risk, Johns Hopkins University, Setembro de 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 e N. M. Dowling, “Schools and Inequality”
53. S. Brown-Jeffey, “High School Racial Composition”: Balancing Excellence and Equity”, trabalho apresentado na 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 (Junho 2001): 215-52, http://aer.sagepub.com/content/38/2/215.abstract; R. A. Mickelson, “How Middle School Segregation Contribut to the Race Gap in Academic Achievement”, artigo apresentado na American Sociological Association, Anaheim, Califórnia, 2001. Tenisha Tevis, “African-American Students’ College’ Transition Trajectory”: An Examination of the Effects of High School Composition and Expectations on Degree Attainment”, dissertação em Teoria Educacional & Policy, apresentada à Universidade Estatal da Pensilvânia, Dezembro de 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. “É preciso mais do que um 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 (Nova Iorque: 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. Ibid.
63. Ibid., 107-10.
70. J. W. Schofield, “School Desegregation and Intergroup Relations”,
73. E. G. Cohen e 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, Preto e Branco na Escola.
91. D. Hess, Controvérsia na Sala de Aula.
92. Ibid.
93. P. Carter et al., Closing the Opportunity Gap.
98. A. L. Goodwin, “Curriculum as Colonizer,” 3120.
100. G. Gay, Ensino Culturalmente Responsivo.
106. National Center for Education Statistics, U.S. Department of Education, https://nces.ed.gov/.
109. J. Harrigan e 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, The Great Inversion and the Future of the American City.
125. A. Ehrenhalt, The Great Inversion and the Future of the American City.
128. A. S. Wells et al., “Dividimos a Queda”
129. P. Carter e Kevin Welner, ed., Closing the Opportunity Gap; A. S. Wells e 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 e N. Faison, “Racial Attitudes in America”
137. M. Krysan e N. Faison, “Racial Attitudes in America”; J. Louie, “We Don’t Feel Welcome Here””
138. R. Alba e V. Nee, “Remaking the American Mainstream.
142. G. Orfield, “Public Opinion and School Desegregation,”
Teachers College Record 96, no. 4 (1995): 654-70.=
143. Centro Metropolitano de Educação Urbana. Com All Deliberate
Speed: Achievement, Citizenship and Diversity in American Education (Nova Iorque: 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”, Fundação Rockefeller, 2004, inquérito publicado na Newsweek Magazine.
145. J. Stillman, “Tipping In”; N. Lacireno-Paquet e C. Brantley, “Who Chooses Schools, and Why?”
149. G. Orfield e E. Frankenberg, “Experienciando a Integração em 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 e C. Brantley, “Who Choises Schools, and Why?”; A. S. Wells et al., Both Sides Now.
154. A. S. Wells et al., “Dividimos a Queda”
155. “É preciso mais do que um 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.
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 Socioeconomics Classes, on Average, Have Lower Academic Achievement Than Middleclass Children,” in 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”, de 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 e J. J. Holme, “No Accountability for Diversity”,
176. Ver Halley Potter e Kimberly Quick, com Elizabeth Davies, “A New Wave of School Integration Districts and Charters Pursuing Socioeconomic Diversity”, The Century Foundation, 9 de Fevereiro de 2016, https://tcfdotorg.atavist.com/a-new-wave-of-school-integration.
Tags: educação, raça, integração socioeconómica, diversidade, k-12 educação