Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE)

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Torres, E. & Weissbourd, R. (2020). Do Parents Really Want School Integration ?. Cambridge, MA, USA : Havard-Graduate School of Education.


How can we create more and better racially and economically integrated schools in this country? The case for these schools is compelling. Thoughtful school integration may be our best hope over the long term for healing the racism and racial and class hostilities besetting our country. School integration is key to students developing competencies essential to work, life, and constructive citizenship in a diverse society and increasingly global economy. Integrated schools are a matter of basic equity— low-income students and students of color are far more likely to be segregated in under-funded, overcrowded schools with less qualified teachers and without access to important resources (Orfield & Lee, 2007). Integrated schools appear to have significant academic benefits both for low-income students (Coleman, 1966; Kahlenberg, 2012; Orfield & Lee, 2005) and for more advantaged students in key academic and social domains (The Century Foundation, 2019).


Logos des universités associées au CRIFPE

Adresse civique

Université de Montréal
Faculté des Sciences de l'Éducation
90, avenue Vincent d'Indy
Pavillon Marie-Victorin – C-536
Outremont (Québec) H2V 2S9

Adresse postale

Université de Montréal
Faculté des Sciences de l'Éducation
CRIFPE – C-543
C.P. 6128, succursale Centre-ville
Montréal (Québec) H3C 3J7