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The Journal of Early Adolescence
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Social and Academic Conditions among Blacks and Whites in a Rural Southern Desegregated School System

Kent Freeland

Morehead State University

George E. Dickinson

Morehead State University

Students, teachers, and administrators in a Northeast Texas community were given questionnaires in 1981 to ascertain information on social and academic conditions among blacks and whites (student body is one-third black and two-thirds white) after desegregation in 1970. The return rate from the fourth, fifth, and sixth grade students (N=441) was 91 percent and 69 percent from teachers and administrators (N=78). It was concluded that academic performance of students did not improve after desegregation. Interracial contact was limited between the races, especially outside of school. Blacks tended to take a more active part in initiating an integrated situation. Teachers and administrators suggested more involvement of parents in making desegregation a more positive experience academically and socially.

The Journal of Early Adolescence, Vol. 3, No. 4, 361-368 (1983)
DOI: 10.1177/0272431683034008
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