This essay examines some of the trends in educational, sociological, and social psychological research on inequality of educational opportunity for African Americans in the United States. A review of theoretical approaches and methodological developments is followed by an overview of research and theory in selected substantive areas; social allocation processes in schools (ability grouping, tracking, etc.), the relationship of poverty to academic achievement, and educational attainment. The article concludes with recommendations for future research.

PRIVATE BLACK COLLEGES AT THE CROSSROADS. By Daniel C. Thompson. Westport: Greenwood, 1973. 308 pp. $11.00 Get access Edgar G. Epps Edgar G. Epps University of Chicago Search for other works by this author on: Oxford Academic Google Scholar Social Forces, Volume 53, Issue 4, June 1975, Page 667, https://doi.org/10.1093/sf/53.4.667 Published: 01 June 1975

This chapter focuses on the impact of desegregation on certain aspects of personality generally considered to be important outcomes of schooling: aspirations, self-concept, sense of control over the environment, and achievement orientation. Most studies of student occupational and educational aspirations undertaken over the past twenty years have indicated that black students have aspirations equal to or higher than those of white students of similar socio-economic status. How does "self-esteem" develop? And why is it thought by social scientists to be so important? The way society responds to an individual depends upon the degree to which he exhibits the traits—ascribed or achieved—that are valued in that society. Achieved characteristics have an impact on self-esteem. One commentator has explained the relationship between self-esteem and achievement as follows: Self esteem concerns the amount of value an individual attributes to various facets of his person and may be said to be affected by the successes and failures he has experienced in satisfying central needs.

Working class and minority participation in ac tion-learning poses potential problems likely to be overlooked by program planners. This presen tation reveals the trouble spots and offers con structive suggestions.

Previous articleNext article No AccessEducation for Black Americans: Outlook for the FutureEdgar G. EppsEdgar G. Epps Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 81, Number 3May, 1973The Future of Education for Black Americans Article DOIhttps://doi.org/10.1086/443082 Views: 4Total views on this site Citations: 3Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). Copyright 1973 The University of ChicagoPDF download Crossref reports the following articles citing this article:Derrick R. Brooms “Just in the Need That I Saw”: Exploring Black Male Teachers’ Pathways into Teaching, Peabody Journal of Education 95, no.55 (Nov 2020): 521–531.https://doi.org/10.1080/0161956X.2020.1826118C. E. Semmes, J. K. Makalani Minority Status and the Problem of Legitimacy, Journal of Black Studies 15, no.33 (Mar 1985): 259–275.https://doi.org/10.1177/002193478501500302 Brenda Gates Select Bibliography of Current Periodical Articles, Comparative Education Review 17, no.33 (Oct 2015): 429–451.https://doi.org/10.1086/445749

EDRS Price MF-$0.65 11C-$3.29 Bias, Educational Diagnosis, Educational Opportunities, Environmental Influences, Heredity, Integration Effects, *Intelligence Differences, *Intelligence Tests, Learning Processes, *Racial Differences, Racism, *School Integration, *Test Interpretation, Test Results Jensen (Arthur R) Arthur R. Jensen's article presented no new data: it only reorganized a biased sample of already existent data. Nevertheless, it has been taken by opponents of school integration as definitive scientific evidence of the innate inequality of black and white students. Jensen and Van Den Haag advocate additional studies on individual learning ability before schools are given funds to help them desegregate. They also ask for an objective examination of the educational effects of compulsory Although this would slow school integration, such studies would be useful if they also included data on socioeconomic status and race of persons in the same classroom, rac:;a1 attitudes of classroom teachers and school administrators, presence of ability tracking, the quality of classroom interaction, etc. Even without these qualifications, no studies have found that the performance of black students declines as a result of desegregation. Desegregation must have high priority, if to do no more than prevent the unequal distribution of educational resources. Jensen's articles and those of others provide school personnel and policy makers with an excuse for systematic discrimination against minority groups and other poor children. (JM)