The Politics of Citation in School Desegregation Research: A Bibliographic Literature Analysis

• In Event: Politics of Race and Indigeneity in Education

Abstract

A cursory appraisal of the school desegregation research literature suggests overwhelming support within the education research community for school integration and its benefits to schools and society. Spanning the disciplines and fields of education, law, history, sociology, psychology, political science, demography, and public policy, such scholarship has established a strong body of evidence documenting the benefits of racially diverse schools and promoting a continued commitment to school desegregation in the 21st century (The Century Foundation, 2019). Yet ironically, there is one striking constant that underlies this overwhelming consensus in the literature on school desegregation: the segregation of the research itself, ontologically, epistemologically, and methodologically, as it relates to issues of race (Horsford, 2019).

Authors

• R. L'Heureux Lewis-McCoy, New York University

• Ying Lu, New York University

• Sonya Douglass, Teachers College, Columbia University

• Evaristus Ezekwem, New York University