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Desegregation Experiences of Minority Students

Adolescent Coping Strategies in Five Connecticut High Schools

California State University, San Bernardino

Few studies have explored the adolescent subculture of minority students in desegregated schools. While it is well known that desegregated schools are not integrated environments, the question whether some schools foster more positive desegregation experiences than others remains largely unanswered. This study of minority students participating in a voluntary busing program, Project Concern, examines whether bused minority adolescents are assimilated into their White high schools. Data were collected using nonparticipant observation at five schools and through structured interviews with 69 Project Concern students. Thefindingsfirst identify a number of coping strategies used by minority students and then show that desegregation has different effectsfor students at each schooL Students bused to some communities reported more positive desegregation experiences than did students bused to others. This finding contradicts one prevailing assumption of desegregation, that busing to White schools necessarily fosters positive race relations.

Journal of Adolescent Research, Vol. 4, No. 2, 173-189 (1989)
DOI: 10.1177/074355488942006


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