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Collaborating to Desegregate a "Black" School

How Can a Low-Power Stakeholder Gain Voice?

Katrien Seynaeve

K.U. Leuven

This longitudinal action research examines the process of desegregation at a segregated school, relying on insights from stakeholder theory, collaboration theory, and the theory of social identity and intergroup relations. First, the school’s segregated mode was analyzed through understanding its identity as it was constituted in its stakeholder network. To understand the school’s context, conditions to collaborate with other schools in the same community were assessed. Given the school’s low power in the education system, the school tried to break through its segregated mode by developing an educational curriculum in which heterogeneity itself had a function and by developing collaborative relationships with groups outside the education system that were interested in desegregation.

The Journal of Applied Behavioral Science, Vol. 36, No. 1, 70-90 (2000)
DOI: 10.1177/0021886300361004


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