Collaborative Research: School Segregation and Resegregation: Using Case Studies and Public Polls to Understand Citizen Attitudes

为什么有些学区能够维持学校废除种族隔离，而另一些学区则不能？虽然社会科学家一直在积极研究学校种族组成对学生成绩的影响，相对被忽视的是，在导致学区隔离本身的社会因素中，包括地区之间的差异。研究小组将通过五个案例研究和民意调查，研究公民特征与他们支持（或不支持）学校废除种族隔离的态度和价值观之间的关系。这项研究增加了五个战略选择的案例研究，包括那些威克县，NC（罗利）的价值;戴维森县，TN（纳什维尔）;杰斐逊县，KY（路易斯维尔）;夏洛特梅克伦堡，NC和罗克希尔，SC通过在每个位置进行民意调查，民意调查包含大多数常见的问题跨网站。这些民意调查将揭示成年人态度的异同，这些态度反映了这些地区维持废除种族隔离学校多久的差异。研究结果对这里研究的五个学区以外的其他学区有影响，可以制定政策，更好地支持学生的社会经济混合，通过促进教育成就和社会向上流动来增强多样性，特别是对有风险的学生。一些学区多年来一直坚持废除种族隔离，而另一些学区则没有。 现有的研究主要基于案例研究。 案例研究的外部效度有限，而且由于研究人员提出问题和援引理论的方式不同，因此在方法上往往是异质的。从深入访谈，参与者观察和文件分析中获得的数据很少与来自学区成年人口的理论驱动调查的数据进行三角测量。这些态度和价值观在解释地区目前的学校分配政策方面发挥着重要作用，并为未来的政策提供信息。本研究通过使用共同的理论视角，并通过互动语音应答，辅以手机样本，在五个学区进行了一个很大程度上常见的问卷调查，解决了现有的社会科学文献中关于种族隔离的差距。这项研究将产生至少5000名成年受访者的民意调查数据。分析将（1）将每个调查嵌入每个案例的现有定性数据中;（2）使用调查数据分析各地点价值观和态度的共性和差异。

Why are some school districts able to sustain school desegregation while others are not? Although social scientists have been active in studying the effects of school racial composition on student achievement, relatively neglected is the inclusion of variation among districts in the social factors that lead to school district segregation itself. Using five case studies and public opinion polls, the research team will study the relationship between citizen characteristics and their attitudes and values supporting (or failing to support) school desegregation. This study increases the value of five strategically chosen case studies including those of Wake County, NC (Raleigh); Davidson County, TN (Nashville); Jefferson County, KY (Louisville); Charlotte-Mecklenburg, NC and Rock Hill, SC by fielding an opinion poll in each location, where the polls contain mostly common questions across sites. These polls will reveal similarities and differences in adult attitudes that track to differences in how long these districts have sustained desegregated schools. Study findings have implications for other school districts beyond the five studied here in terms of formulating policy that will better support socioeconomic mixing of students, which enhances diversity by promoting educational attainment and upward mobility in society, especially for at-risk students. Some school districts sustain desegregation over many years while others do not. Existing research is largely based on case studies. Case studies have limited external validity and are often heterogeneous in approach because researchers frame questions and invoke theory differently. The data obtained from in-depth interviews, participant observation, and document analyses are rarely triangulated with data from theoretically-driven surveys of the school district's adult population. These attitudes and values play an important part in explaining districts' current school assignment policies and inform future policies as well. This study addresses gaps in existing social science literature on desegregation by using a common theoretical perspective and fielding a largely common questionnaire via Interactive Voice Response, supplemented by cell phone samples, across five school districts. The research will produce poll data on a minimum of 5000 adult respondents. Analysis will (1) embed each poll within the existing qualitative data on each case; and (2) use the poll data to analyze both commonalities and differences in values and attitudes across sites.