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Divvy Group (Martin (The Civil Rights Movements: Legacy and Limitations…

- - - - residential segregation gives the majority of the communities resources to the white residential areas while limiting the resources such as funding or many other services for the colored residential areas.
  - - - “Participants in the movement held up a mirror to the nation and challenged the leadership and citizens to live up to the values professed in some of the nation’s founding documents. Hundreds of thousands of Americans continued the struggle for human dignity and constitutional protections” (Martin & Varner, 2017, pp. 4).
- - - - • “I begin with a discussion of the exposure index, as contact between black students and white students was a major focal point of the Coleman Report. As Figure 1a shows, the exposure index rose rapidly between 1968 and 1980, from 22 percent to 36 percent, a change in the extent of racial interaction that has not been matched since. Over that period, the federal government was aggressively promoting school desegregation in the South, and civil rights groups were attempting to extend their efforts to other parts of the United States
      - o “Between 1968 and 2012, the percentage white of overall student enrollment in public schools dropped from 80 percent to 51 percent. Between 1988 and 2012, when the exposure index slid 9 percentage points (from 36 percent to 27 percent), the white percentage of all public-school enrollment tumbled by 20 percentage points (from 71 percent to 51 percent). As the white population was becoming older, other groups were capturing an ever-larger share of the student population
      -  “African Americans were not replacing whites— their share of the school-age population edged upward by less than 1 percentage point over the entire 44-year time period. Rather, an influx of Hispanic and Asian families transformed the composition of the schools. The result is a declining black‒ white exposure rate: it became increasingly difficult to increase interactions between blacks and whites because there were ever-fewer whites in the schools (Rivkin, p.32, 2016).”
    - - Yet Coleman also noted that the composition of a student’s peer group was more important for learning than any other school-related factor, a finding used by the Johnson and Nixon administrations to reinforce their strenuous desegregation efforts in southern states