Discourse on Resegregation: Examining Philosophy, Segregation Indices, and Georgia High School Test Scores

• In Event: 207 - Section on Sociology of Education Roundtable Session (one-hour).
  In Refereed Roundtable: Table 07. Segregation

Abstract

Applying philosopher Michel Foucault’s archaeology to education required an examination of historical discourse which declared African-American schooling inferior. The present study also utilized adapted segregation index equations to quantitatively examine resegregation in four school districts. The purpose of the study was determining whether academic achievement, as measured by the Georgia High School Graduation Test, of African-American high school students differed by school race composition and levels of segregation.
Bibb and Richmond counties were found to be racially segregated using segregation indices. Columbia and Houston counties were found to be racially integrated. African-Americans students in racially integrated districts scored significantly higher on the math and science portions of the Georgia High School Graduation tests. There were significant differences by school racial composition such that African-American students in majority black and majority white high schools scored higher in math and science than African-Americans students attending intensely black high schools.

Author

• Coddy Carter, University of Alabama-Birmingham