An Analysis of Court-Ordered Desegregation in Tennessee: Facts and Opinions

Abstract

This paper is based on a larger study of desegregation cases in 32 school districts in Tennessee between 1952 and 1980. Analysis of federal cases indicated that a number of factors figured prominently in the effectiveness or lack of effectiveness of court-approved educational policies that governed the process of eliminating dual school systems. Comparison of approaches in judicial decision making showed that judges performing as courts of equity mandated different kinds of desegregation plans from school district to school district. Responses by school boards, faculty, local legislative bodies, and parents were influenced by factors that included racial composition of school districts, customs and traditions, attitudes of leaders in both public and private sectors, physical traits of the environment, economic conditions, and availability of alternatives to public education. Federal court plans in rural, town, and large urban school districts were examined and compared. The data base included federal court opinions, statistics, results of a statewide telephone survey, information published by court observers, and data and opinions from private interviews with key actors in the judicial arenas as well as in local school districts.