The authors test three alternative models that have been developed to explore the relationship between the desegregation of inner city schools and white flight to the suburbs. The results of these models are discussed using recent more extensive data. Comparisons of white student loss are made between central city districts that did and did not desegregate. The most appropriate models for analysis of white flight are identified and their ability to forecast future trends is considered (ANNOTATION)

School desegregation and white flight: an investigation of competing models and their discrepant findings

Recent studies have provided conflicting evidence on the relationship between school desegregation and white enrollment stability. Pettigrew and Green (1976), Farley (1975), Rossell (1976) and Fitzgerald and Morgan (1977) have found desegregation to be unrelated to white enrollment stability. In contrast Bosco and Robin (1974), Lord (1975), Coleman et al. (1975), Munford (1976), Clotfelter (1976) and Giles (1977a; 1977b) have reported declines in white student enrollment concurrent with desegregation. The appropriate query therefore should probably not be whether school desegregation leads to white flight, but instead attention ought to focus on the conditions under which white enrollments decrease as a result of desegregation. Among the most frequently cited correlates of white withdrawal is the level of black concentration. There is disagreement, however, about the structure of this relationship. Some studies have found a linear relationship, whereas others have suggested the presence of a tipping point beyond which white withdrawal accelerates and schools become all-black. The present study reexamines the relationship between percent black enrollment and white enrollment change at both the district and the school levels. The analysis focuses on 60 districts and approximately 1,600 schools located in Southern SMSAs. Higher percent black enrollments are found to be associated with the rate of white withdrawal at both the district and the school levels. In both cases this relationship appears to be curvilinear with white withdrawals increasing exponentially with black enrollments over 30%.

White Enrollment Stability and School Desegregation: A Two-Level Analysis.

Examination of previous studies of racial discrimination in sentencing indicates more widespread evidence of discrimination than allowed in three separate reviews by M. J. Hindelang [(1969).J. Crim. Law Criminal. Police Sci. 60: 306–313], J. Hagan [(1975). InThe Aldine Crime and Justice Annual, Aldine, Chicago], and G. Kleck [(1981).Am. Social. Rev. 46: 783-805]. It is not the case, as these reviewers suggest, that racial discrimination is a thing of the past, shown almost exclusively for capital offences from the American South, and often supported only because relevant legal variables were not controlled. In addition, analysis of recent (1977) data from a non-Southern state (Pennsylvania) covering noncapital offenses and including recommended controls shows that evidence of racial disparity in sentencing is revealed more clearly when separate analyses are conducted within levels of urbanization. The labeling perspective and conflict theory guide our interpretation.

Older and more recent evidence on racial discrimination in sentencing

School desegregation and white flight: A reexamination and case study

Cet article etudie les determinants des pratiques d’evitement de l’etablissement attribue par la carte scolaire. A partir du cas des colleges publics parisiens, le modele presente consiste a replacer la mobilite des eleves au sein des espaces de concurrence dans lesquels ils s’inscrivent, sans prejuger des motivations qui les animent. En examinant l’interaction entre les caracteristiques des eleves et leur position dans l’espace scolaire (secteurs de recrutement des etablissements et voisinages), cette modelisation conduit a distinguer des configurations socio-spatiales orientant la redistribution des eleves vers des profils d’etablissements plus conformes a leur profil social. L’integration des differents niveaux de contexte permet ainsi de caracteriser les determinants socio-spatiaux des inegalites entre categories sociales.

Les déterminants socio-spatiaux du placement scolaire Essai de modélisation statistique appliquée aux collèges parisiens

School Desegregation Policy and Intra-School District Migration.

White flight from a southern city: Not many fled, but there was a variety of reasons.

John C. Catau

Papers

School Desegregation Policy and Intra-School District Migration.

School Desegregation, Busing, and Suburban Migration