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Dismantling Desegregation: The Quiet Reversal of Brown V. Board of Education

by Gary Orfield (Author), Susan E. Eaton (Author)
4.6 4.6 out of 5 stars 6 ratings
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Dismantling Desegregation explains the consequences of resegregation and offers direction for a more constructive route toward an equitable future. By citing case studies of ten school districts across the country, Orfield and Eaton uncover the demise of what many feel have been the only legally enforceable routes of access and opportunity for millions of school children in America.
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  1. ISBN-10
    1565844017
  2. ISBN-13
    978-1565844018
  3. Publisher
    The New Press
  4. Publication date
    September 1, 1997
  5. Language
    English
  6. Dimensions
    5.78 x 1.16 x 8.89 inches
  7. Print length
    448 pages
  8. See all details
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Editorial Reviews

Review

One of the top 15 good books on race. -- The Washingtonian

Powerful case studies. . . The authors convincingly argue that the ideal of desegregation is disappearing. -- Kirkus Reviews

About the Author

Gary Orfield, director of the Harvard Project on School Desegregation, is a professor of education and social policy at Harvard University. He has also served as a scholar in residence at the U.S. Civil Rights Commission.

Susan E. Eaton, formerly assistant director of the Harvard Project on School Desegregation, has covered education for daily newspapers in Massachusetts and Connecticut.

Product details

  • Publisher ‏ : ‎ The New Press (September 1, 1997)
  • Language ‏ : ‎ English
  • Paperback ‏ : ‎ 448 pages
  • ISBN-10 ‏ : ‎ 1565844017
  • ISBN-13 ‏ : ‎ 978-1565844018
  • Item Weight ‏ : ‎ 1.25 pounds
  • Dimensions ‏ : ‎ 5.78 x 1.16 x 8.89 inches
  • Customer Reviews:
    4.6 4.6 out of 5 stars 6 ratings

About the author

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Gary Orfield

Gary Orfield

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Gary Orfield is Distinguished Research Professor of Education, Law, Political Science and Urban Planning at UCLA. He is the co-founder and co-director of the Civil Rights Project, the nation's leading center of civil rights research. He has previously taught at Harvard, Univ. of Chicago, Univ. of Virginia, Univ. of Illinois, and Princeton Univ. and is the author or editor of more than 20 books and scores of articles in several disciplines, and major policy reports. His work focuses on equal opportunity across racial and ethnic lines with special focus on segregation and desegregation in schools and higher education. He is a member of the National Academy of Education and a Fellow the American Assoc. for the Advancement of Science and has participated as an expert in several dozen major class action civil rights lawsuits including some that have gone to the Supreme Court. A native of Minneapolis and graduate of the Univ. of Minn., Summa cum laude with PhD in political science from the Univ. of Chicago. He is married to Patricia Gandara, has three daughters and13 grandchildren. His homes are in Los Angeles and Mexico City. His first book was published in 1969 and the latest in 2023 with more in he works. Central concerns include the profound inequality in U.S. society, the serious retreat on basic civil rights law, and the resurgence of overt racial politics & violence.

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4.6 out of 5 stars
4.6 out of 5
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Top reviews from the United States

Colin Patts
4.0 out of 5 stars a not so wonky explanation of important subject
Reviewed in the United States on June 9, 2003
finally, here is a book that shows with real people and real places the effects of the us of a's (the land of equality?? not) throwing out of the desegregation ideal. i happened to grow up in two places, Montgomery County Maryland (the chapter on this is right on) and also, a suburb right outside of Detroit, Michigan (the chapter on this is right on, too) and it's true that Montgomery County was this place that was pretty integrated but forgot about the importance of that when achievement became the big issue. the only problem with this book was the last chapter, it was on a topic which i really wanted to read about but could not stay awake. all in all, a good book that any good progressive needs to have on his or her bookshelf. C.
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Chip Auger
3.0 out of 5 stars Informative
Reviewed in the United States on August 10, 2006
I like many have long felt a sense of pride in our country's apparent commitment to ideals when we annually commemorate Brown v. Board of Education. However, I've been wondering why, after Brown and the years of social turmoil we endured to integrate our schools, that our schools are racially segregated? The authors of "Dismantling..." seem to suggest that we have basically abandoned one of the most cherished ideals of the Republic, equality. That we did this is apparent. Determining the answer to the question why we resegregated our schools to the reader. Though some helpful information on reaching this determination is presented

"Dismantling..." focuses on how we've abandoned the Brown (1954) principle "separate is inherently unequal" and have steadily moved back to Plessy v Ferguson (1896) "separate but equal". The book provides significant amounts of historical perspective and traces the reversing trend through Supreme Court decisions from Brown to 1995. The authors provide a large amount of detail on the effects of these decisions on our schools and at-risk children.

Make no mistake. This book is decidedly one-side. However, this fact does not necessarily invalidate the information presented or the conclusions drawn. I would have appreciated inclusion of more material on the integration successes, however small they may be, and where these successes are occurring.

A pleasant surprising inclusion was the following paragraph which I believe is the most succinctly stated argument that desegregating our schools is desirable and probably necessary. "There is never enough money to satisfy all needs in any school district. All school districts face strong competition for funds, desirable programs, facilities, and the best teachers. Normal politics produces budgets and administrative decisions slanted in favor of the communities with the most power. Administrators and boards tend to reward communities with resources, skills, and access because it this constituency that can most damage the reputation and community support of school officials by using communication skills and their ability to mobilize the electorate. In the long run the weakest communities almost always lose. Resources flow toward power like water flows downhill. Money, good teachers and administrations, and special programs are always scarce and there is always competition for these resources. Assuming that the most powerless communities with the most disadvantaged students and families will receive equal priority over the long run is like assuming that water will flow uphill."

"Dismantling Desegregation" is a dense book. It was apparently written for educational professionals rather than general readers such as myself, who are not directly involved in school desegregation issues and who do not have children in school. For the professional I'm sure it is a valuable information resource. For the rest of us, this book offers interesting information, often valuable, but it is not an easy or pleasant read.
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Martina Crier
4.0 out of 5 stars GREAT EXAMPLE OF CASE STUDY RESEARCH
Reviewed in the United States on April 5, 2004
The case studies in this book were cogent and beautifully written. (Not common in case studies!!) The stories remind you that real people are involved in these decisions -- are important. However, the book, overall, doesn't hold together. I wish the case study author had written the entire book because some of the rest of it seems off point. I'd love to see an update in what's happening in districts like Norfolk and Montgomery County. A good book for any student of race relations or the judiciary.
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Alan Mills
3.0 out of 5 stars Excellent rebuttal critics of school desegregation
Reviewed in the United States on March 9, 2003
In 1954, the United States Supreme Court decided Brown vs. Board of Education, probably the Supreme Court decision which has had the most far ranging impact on America since marburry v. Madison.
There have been a rash of books lately by conservatives, claiming that school desegregation has been an abject failure. Orfield, et al, ably rebut this criticism.
School desegregation was never given a chance to work. From 1954 until 1968, school desegregation consisted almost entirely of symbolic gestures in a few isolated communities, set against a broad southern strategy of northern resistance.
From 1968 until 1974--a short 6 years, school desegregation was accomplished throughout the south. Then the courts turned their gaze north, and the Supreme Court quickly retrenched--abandoning busing, and ruling that housing segregatioin had nothing to do with school desegregation--rather, housing segregation was a matter of "choice". Once that fateful decision was made, the North did not have to desegregate, and many southern cities were free to resegregate.
Since true, wide spread desegregation, even in the South, only lasted a few short years, it is no surprise that there were few results to show. Orfield et al, however, make an excellent case that the criticism and statistics purporting to show that desegregation accomplished nothing are wrong. Where there is data, it shows that desegregation did exactly what it was supposed to do--even out the playing field for Black and White students.
The problem with the book ios that it is not so much a book as a series of academic studies, with the technical jargon (mostly) removed, and then grouped together in a single volume. This approach leads to needless duplication, and a complete failure to draw some conclusions which only become apparent by chance.
The authors of Dismantling Segregation make no attempt to connect the dots between the different stories. Taken together, the case tudies included in this volume strongly suggest that there was an organized effort among a relatively small group of lawyers, politicians, and educators to dismantle segregation. Who the players were, and what interests they represented, however, wil have to await another book.
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