De facto segregation: Difference between revisions

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1963<br>
United States
United States
===== Definition =====  
===== Definition =====  


De facto segregation refers to a situation where segregation occurs in practice, even though there may not be any official laws or policies enforcing it. This type of segregation is often a result of socioeconomic factors, residential patterns, and cultural preferences, rather than explicit legal mandates.
De facto segregation refers to a situation where segregation occurs in practice, even though there may not be any official laws or policies enforcing it. This type of segregation is often a result of socioeconomic factors, residential patterns, and cultural preferences, rather than explicit legal mandates.


De facto segregation commonly occurred in the United States during the 20th century, particularly in the South, even after the legal end of [[racial segregation]] following the Supreme Court's ruling in Brown v. Board of Education in 1954. Despite the ruling, many communities and institutions, such as schools, housing, and public facilities, remained segregated due to various forms of discrimination, including restrictive covenants, white flight, and discriminatory lending practices.
De facto segregation commonly occurred in the United States during the 20th century, particularly in the South, even after the legal end of racial segregation following the Supreme Court's ruling in Brown v. Board of Education in 1954. Despite the ruling, many communities and institutions, such as schools, housing, and public facilities, remained segregated due to various forms of discrimination, including restrictive covenants, white flight, and discriminatory lending practices.


De facto segregation is considered more difficult to address compared to [[de jure segregation]] (segregation by law), as it does not involve overtly discriminatory policies that can be easily challenged in court. Efforts to address de facto segregation often involve initiatives to combat systemic racism, promote diversity, and create inclusive policies and programs.
De facto segregation is considered more difficult to address compared to de jure segregation (segregation by law), as it does not involve overtly discriminatory policies that can be easily challenged in court. Efforts to address de facto segregation often involve initiatives to combat systemic racism, promote diversity, and create inclusive policies and programs.
===== SF Synonyms =====
 
None
==See also==  
==See also==  
==De Facto Segregation appears in the literature with the following segregation forms==
de jure segregation, racial segregation, institutionalized racial segregation, informal racial segregation, social segregation, school segregation, linguistic segregation, legal segregation, second generation segregation
==References==  
==References==  
==Notes==  
==Notes==  
<references />  
<references />  
{{NoteAI}}  
{{NoteAI}}  
==De Facto Segregation appears on the following literature==  
==De Facto Segregation appears in the following literature==  


Pettigrew T.F. (1963). De Facto Segregation, Southern Style. ''Equity and Excellence in Education'', ''1''(5), 15-18. https://doi.org/10.1080/0020486630010504
Pettigrew T.F. (1963.0). De Facto Segregation, Southern Style. ''Equity and Excellence in Education'', ''1''(5), 15-18. https://doi.org/10.1080/0020486630010504


Golightly C.L. (1963). De Facto Segregation in Milwaukee Schools. ''Equity and Excellence in Education'', ''1''(6), 27-31. https://doi.org/10.1080/0020486630010604
Golightly C.L. (1963.0). De Facto Segregation in Milwaukee Schools. ''Equity and Excellence in Education'', ''1''(6), 27-31. https://doi.org/10.1080/0020486630010604


Glazer N. (1964). School Integration Policies in Northern Cities. ''Journal of the American Planning Association'', ''30''(3), 178-189. https://doi.org/10.1080/01944366408978118
Glazer N. (1964.0). School Integration Policies in Northern Cities. ''Journal of the American Planning Association'', ''30''(3), 178-189. https://doi.org/10.1080/01944366408978118


Cooper C.R. (1970). Four Key Issues in the 1969 70 School Integration Crisis. ''NASSP Bulletin'', ''54''(349), 40-57. https://doi.org/10.1177/019263657005434904
Cooper C.R. (1970.0). Four Key Issues in the 1969 70 School Integration Crisis. ''NASSP Bulletin'', ''54''(349), 40-57. https://doi.org/10.1177/019263657005434904


Louis Heath G. (1970). De facto segregation in a california city. ''Equity and Excellence in Education'', ''8''(1), 3-11. https://doi.org/10.1080/0020486700080101
Louis Heath G. (1970.0). De facto segregation in a california city. ''Equity and Excellence in Education'', ''8''(1), 3-11. https://doi.org/10.1080/0020486700080101


Hill R., Feeley M. (1971). Affirmative school integration: Efforts to Overcome De Facto Segregation in Urban Schools. ''Education and Urban Society'', ''4''(1), 60-. https://doi.org/10.1177/001312457100400105
Hill R., Feeley M. (1971.0). Affirmative school integration: Efforts to Overcome De Facto Segregation in Urban Schools. ''Education and Urban Society'', ''4''(1), 60-. https://doi.org/10.1177/001312457100400105


Maxfield D.W. (1972). Spatial planning of school districts. ''Annals of the Association of American Geographers'', ''62''(4), 582-590. https://doi.org/10.1111/j.1467-8306.1972.tb00887.x
Maxfield D.W. (1972.0). Spatial planning of school districts. ''Annals of the Association of American Geographers'', ''62''(4), 582-590. https://doi.org/10.1111/j.1467-8306.1972.tb00887.x


Herbst R.L. (1973). The Legal Struggle to Integrate Schools in the North. ''The Annals of the American Academy of Political and Social Science'', ''407''(1), 43-62. https://doi.org/10.1177/000271627340700105
Herbst R.L. (1973.0). The Legal Struggle to Integrate Schools in the North. ''The Annals of the American Academy of Political and Social Science'', ''407''(1), 43-62. https://doi.org/10.1177/000271627340700105


Caditz J. (1975). Ambivalence Toward Integration: the Sequence of Response to Six Interracial Situations. ''Sociological Quarterly'', ''16''(1), 16-32. https://doi.org/10.1111/j.1533-8525.1975.tb02136.x
Caditz J. (1975.0). Ambivalence Toward Integration: the Sequence of Response to Six Interracial Situations. ''Sociological Quarterly'', ''16''(1), 16-32. https://doi.org/10.1111/j.1533-8525.1975.tb02136.x


Roof W.C. (1979). Race and Residence: The Shifting Basis of American Race Relations. ''The Annals of the American Academy of Political and Social Science'', ''441''(1), 1-12. https://doi.org/10.1177/000271627944100102
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David E.M. (1994). Blurring the color line: The desegregation of the Baltimore city public schools, 1954 1994. ''The Urban Review'', ''26''(4), 243-255. Kluwer Academic Publishers-Human Sciences Press.https://doi.org/10.1007/BF02354371
David E.M. (1994.0). Blurring the color line: The desegregation of the Baltimore city public schools, 1954 1994. ''The Urban Review'', ''26''(4), 243-255. Kluwer Academic Publishers-Human Sciences Press.https://doi.org/10.1007/BF02354371


Bankston III C., Caldas S.J. (1996). Majority African American schools and social injustice: The influence of de facto segregation on academic achievement. ''Social Forces'', ''75''(2), 535-555. University of North Carolina Press.https://doi.org/10.1093/sf/75.2.535
Bankston III C., Caldas S.J. (1996.0). Majority African American schools and social injustice: The influence of de facto segregation on academic achievement. ''Social Forces'', ''75''(2), 535-555. University of North Carolina Press.https://doi.org/10.1093/sf/75.2.535


Green III P.C. (1999). Can state constitutional provisions eliminate de facto segregation in the public schools?. ''Journal of Negro Education'', ''68''(2), 138-153. Howard University.https://doi.org/10.2307/2668121
Green III P.C. (1999.0). Can state constitutional provisions eliminate de facto segregation in the public schools?. ''Journal of Negro Education'', ''68''(2), 138-153. Howard University.https://doi.org/10.2307/2668121


De Los Reyes G., Rich P. (2003). Housing students: Fraternities and residential colleges. ''Annals of the American Academy of Political and Social Science'', ''585''(), 118-123. https://doi.org/10.1177/0002716202238570
De Los Reyes G., Rich P. (2003.0). Housing students: Fraternities and residential colleges. ''Annals of the American Academy of Political and Social Science'', ''585''(), 118-123. https://doi.org/10.1177/0002716202238570


Lassiter M.D. (2004). The suburban origins of "color blind" conservatism: Middle class consciousness in the Charlotte busing crisis. ''Journal of Urban History'', ''30''(4), 549-582. https://doi.org/10.1177/0096144204263812
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Hudson L.M. (2004). 'Strong animal passions' in the gilded age: Race, sex, and a senator on trial. ''Women and Gender in the American West'', 259-280. University of New Mexico Press.https://doi.org/
Hudson L.M. (2004.0). 'Strong animal passions' in the gilded age: Race, sex, and a senator on trial. ''Women and Gender in the American West'', 259-280. University of New Mexico Press.https://doi.org/


Davis D.M. (2004). Merry go round: A return to segregation and the implications for creating democratic schools. ''Urban Education'', ''39''(4), 394-407. SAGE Publications Inc..https://doi.org/10.1177/0042085904265104
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Williams G.S., Robinson J.A.O. (2005). Conclusion. ''Palgrave Studies in Oral History'', 211-226. Palgrave Macmillan.https://doi.org/10.1007/978-1-4039-8140-0_12
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Eckes S.E. (2005). The perceived barriers to integration in the Mississippi Delta. ''Journal of Negro Education'', ''74''(2), 159-173. https://doi.org/
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Wainer A. (2006). The new Latino south and the challenge to american public education. ''International Migration'', ''44''(5), 129-165. https://doi.org/10.1111/j.1468-2435.2006.00389.x
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Nelson E.S. (2006). Parents Involved & Meredith: A prediction regarding the (UN)constitutionality of race conscious student assignment plans. ''Denver University Law Review'', ''84''(2), 293-328. https://doi.org/
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Franz B. (2007). Europe's Muslim youth: An inquiry into the politics of discrimination, relative deprivation, and identity formation. ''Mediterranean Quarterly'', ''18''(1), 89-112. https://doi.org/10.1215/10474552-2006-036
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Godfrey P.C. (2008). The "Other White": Mexican Americans and the impotency of whiteness in the segregation and desegregation of texan public schools. ''Equity and Excellence in Education'', ''41''(2), 247-261. https://doi.org/10.1080/10665680801963558
Godfrey P.C. (2008.0). The "Other White": Mexican Americans and the impotency of whiteness in the segregation and desegregation of texan public schools. ''Equity and Excellence in Education'', ''41''(2), 247-261. https://doi.org/10.1080/10665680801963558


Uy M. (2009). Tax and race: The impact on Asian Americans. ''Critical Tax Theory: An Introduction'', 130-136. Cambridge University Press.https://doi.org/10.1017/CBO9780511609800.024
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Agadjanian V., Hayford S.R. (2009). PMTCT, HAART, and childbearing in Mozambique: An institutional perspective. ''AIDS and Behavior'', ''13''(SUPPL. 1), S103-S112. https://doi.org/10.1007/s10461-009-9535-0
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Barron J. (2009). Amending no child left behind to prevent school rezoning and resegregation: A response to the tuscaloosa city schools. ''Columbia Journal of Law and Social Problems'', ''42''(3), 373-414. https://doi.org/
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Battersby-Lennard J. (2009). Apartheid/Post Apartheid. ''International Encyclopedia of Human Geography'', 167-173. Elsevier Inc..https://doi.org/10.1016/B978-008044910-4.00920-2
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Donato R., Hanson J.S. (2012). Legally white, socially "mexican": The politics of de jure and de facto [[school segregation]] in the American Southwest. ''Harvard Educational Review'', ''82''(2), 202-225. Harvard University.https://doi.org/10.17763/haer.82.2.a562315u72355106
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Williams J., Pazey B., Fall A.M., Yates J.R., Roberts G.J. (2015). Avoiding the Threat: An Exploratory Study Into a Theoretical Understanding of the De Facto Segregation of Students With Disabilities. ''NASSP Bulletin'', ''99''(3), 233-253. SAGE Publications Ltd.https://doi.org/10.1177/0192636515601491
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Knoester M., Au W. (2017). Standardized testing and school segregation: like tinder for fire?. ''Race Ethnicity and Education'', ''20''(1), 1-14. Routledge.https://doi.org/10.1080/13613324.2015.1121474
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Glass M.R. (2018). From sword to shield to myth: Facing the facts of de facto school segregation. ''Journal of Urban History'', ''44''(6), 1197-1226. SAGE Publications Inc..https://doi.org/10.1177/0096144216675473
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Boddie E.C. (2018). The Muddled Distinction Between De Jure and De Facto Segregation. ''The Oxford Handbook of U.S. Education Law'', 253-273. Oxford University Press.https://doi.org/
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Wisdom J.M. (2018). Random remarks on the role of social sciences in the judicial decision making process in school desegregation cases. ''The Courts, Social Science, and School Desegregation'', 134-149. Taylor and Francis.https://doi.org/10.4324/9781351319164-3
Wisdom J.M. (2018.0). Random remarks on the role of social sciences in the judicial decision making process in school desegregation cases. ''The Courts, Social Science, and School Desegregation'', 134-149. Taylor and Francis.https://doi.org/10.4324/9781351319164-3


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Revision as of 15:45, 18 July 2024

Date and country of first publication[1]

1963
United States

Definition

De facto segregation refers to a situation where segregation occurs in practice, even though there may not be any official laws or policies enforcing it. This type of segregation is often a result of socioeconomic factors, residential patterns, and cultural preferences, rather than explicit legal mandates.

De facto segregation commonly occurred in the United States during the 20th century, particularly in the South, even after the legal end of racial segregation following the Supreme Court's ruling in Brown v. Board of Education in 1954. Despite the ruling, many communities and institutions, such as schools, housing, and public facilities, remained segregated due to various forms of discrimination, including restrictive covenants, white flight, and discriminatory lending practices.

De facto segregation is considered more difficult to address compared to de jure segregation (segregation by law), as it does not involve overtly discriminatory policies that can be easily challenged in court. Efforts to address de facto segregation often involve initiatives to combat systemic racism, promote diversity, and create inclusive policies and programs.

SF Synonyms

None

See also

De Facto Segregation appears in the literature with the following segregation forms

de jure segregation, racial segregation, institutionalized racial segregation, informal racial segregation, social segregation, school segregation, linguistic segregation, legal segregation, second generation segregation

References

Notes

  1. ↑ Date and country of first publication as informed by the Scopus database (December 2023). 
At its current state, this definition has been generated by a Large Language Model (LLM) so far without review by an independent researcher or a member of the curating team of segregation experts that keep the Segregation Wiki online. While we strive for accuracy, we cannot guarantee its reliability, completeness and timeliness. Please use this content with caution and verify information as needed. Also, feel free to improve on the definition as you see fit, including the use of references and other informational resources. We value your input in enhancing the quality and accuracy of the definitions of segregation forms collectively offered in the Segregation Wiki ©.

De Facto Segregation appears in the following literature

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