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Thompson says America must "unchoose" policies that have led to mass incarceration

Axinn says new data on campus rape will "allow students to see for themselves the full extent of this problem"

Frey says white population is growing in Detroit and other large cities


Susan Murphy to speak at U-M kickoff for data science initiative, Oct 6, Rackham

Andrew Goodman-Bacon, former trainee, wins 2015 Nevins Prize for best dissertation in economic history

Deirdre Bloome wins ASA award for work on racial inequality and intergenerational transmission

Bob Willis awarded 2015 Jacob Mincer Award for Lifetime Contributions to the Field of Labor Economics

Next Brown Bag

Monday, Oct 5 at noon, 6050 ISR
Colter Mitchell: Biological consequences of poverty

Albert Hermalin photo

The Potential for Residential Integration in Cities and Suburbs: Implications for the Busing Controversy

Publication Abstract

Hermalin, Albert, and Reynolds Farley. 1973. "The Potential for Residential Integration in Cities and Suburbs: Implications for the Busing Controversy." American Sociological Review, 38: 595-619.

Controversies over busing to achieve racial integration of schools result from the intersection of social trends and prevailing values. The movement to expand the civil rights of blacks conflicts with the tradition of neighborhood schools and the residential segregation of neighborhoods. This paper examines the receptiveness of whites to school and neighborhood integration and explores the economic potential for residential integration. We find the receptiveness of whites to having black neighbors or having their children attend schools with Negroes has increased, and now a majority of whites endorse such integration. Data from the Census of 1970 reveal that economic factors account for little of the concentration of blacks within central cities, their absence from suburbia or the residential segregation of blacks from whites in either cities or suburbs. The attitudinal receptivity and economic potential exist for extensive residential integration, and these can achieve the dual goals of integrated schools and neighborhood schools.


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