definition of integration education

• Why Integration Matters in Schools
• Share article

Desegregation may seem like a distant memory to many and an unknown experience to the rest, but integrated schools are no less important today than they were 60 years ago. When Brown v. Board of Education of Topeka was first decided in 1954, litigants asked courts, and later policymakers, to make a leap of faith and assume that school integration would improve educational outcomes for minority students. After all, there were no integrated schools to test the proposition. Six decades later, research confirms their instincts were correct.

Today, we know integration has a positive effect on almost every aspect of schooling that matters, and segregation the inverse. We also know integration matters for all students. Both minorities and whites are disadvantaged by attending racially isolated schools, although in somewhat different ways: The harms to minorities are primarily academic; the harms to whites are social and academic.

Predominantly minority schools, on the whole, deliver inadequate educational opportunities. First, these schools tend to serve predominantly poor students. Due to peer influences and environment, students in these schools routinely have lower rates of achievement than students in mostly middle-income schools. This holds true regardless of a student’s race or socioeconomic status.

Second, the curriculum in these schools is lower in quality, and course offerings—like Advanced Placement and college-prep—are far fewer in number. More importantly, predominantly poor and minority schools find it extremely difficult to attract and retain high-quality teachers. To be clear, there have been, are, and always will be a number of excellent teachers in these schools, but on the whole, these schools enjoy a much smaller share and face high teacher-turnover rates. This has the unique effect of undermining instructional continuity and institutional knowledge while increasing administrative burdens. This unequal access to teachers matters because, aside from peer influences, research shows teacher quality is one of the factors most closely linked to student achievement.

Brown at 60: New Diversity, Familiar Disparities

Even with ground-shifting demographic changes, many public schools continue to be highly segregated 60 years after the U.S. Supreme Court struck down the principle of “separate but equal” education, but those shifts have also created opportunities to approach diversifying schools and classrooms in new ways.

This special series includes data on race and ethnicity in U.S. schools and the following Commentaries on integration.

• I, Too, Am America: Making All Students Feel Like They Belong
• K-12 Education: Still Separate, Still Unequal
• Hispanics Are Forgotten in Civil Rights History
• Integration: New Concepts for a New Era

Money alone cannot easily fix these challenges because the racial and socioeconomic characteristics of schools significantly influence where teachers decide to teach. In the absence of huge salary increases, which are beyond the capacity of nearly every needy district, teachers with options tend to choose schools in wealthier districts.

The negative effects of unequal access to quality teachers and middle-income peers are compounded over time, producing drastically lower graduation rates in predominantly poor and minority schools. On average, only four out of 10 students graduate on time in the nation’s predominantly poor and minority high schools. Lower graduation rates hold true for any student attending one of these schools, regardless of his or her race or wealth. With these odds, it is no wonder that attending a predominantly poor and minority school tends to limit students’ access to later opportunities in higher education and employment.

Of course, not all high-poverty, racially isolated schools are low in quality. A small but high-profile contingent of predominantly poor and minority schools deliver exceptional opportunities on a daily basis.

But these schools are defying the odds and demonstrate that, while delivering a quality education to students under circumstances of concentrated poverty can be done, it costs far more per pupil than it otherwise would. The need for intensive instructional and social-service programs tends to be much greater in high-poverty schools, and we have yet to see the consistent willingness of policymakers to make these sorts of investments.

To the contrary, nationally, the per-pupil expenditures in high-poverty, predominantly minority schools are significantly lower than in other schools. When this fact is raised, these disadvantaged schools are then forced to defend the proposition that “money matters.”

In short, the only tried, tested, and cost-effective solution to unequal and inadequate education is integrated education.

Too often, the conversation around integration focuses exclusively on the benefits for poor and minority communities. However, integration holds substantial benefits for middle-income and white students as well. First, integrated schools improve critical thinking. In diverse environments, students are faced with new and varied perspectives and forced to think through their own or new positions more carefully, which improves their critical-thinking skills. Second, integrated schools better prepare students to navigate the multicultural world and global economy they will face upon graduation.

On these two metrics, whites are seriously disadvantaged. Data indicate that, to the surprise of many, whites are actually the most racially isolated student group in the nation (see charts, Page 31). Research demonstrates that this isolation ill prepares them for the future. Major corporations make this point even more concretely in briefs before the U.S. Supreme Court. They attest that they want graduates who are prepared to work in multicultural environments. Integrated schools produce these students.

In other words, white families who are concerned about long-term competitiveness need integrated schools as much as anyone.

So the key question today is not whether integrated schools matter, but how to achieve them. Various school districts, from Wake County, N.C., to Berkeley, Calif., have shown us the way. In 2000, Wake County adopted an assignment plan that capped the percentage of low-income students that could be assigned to any single school. In 2004, Berkeley adopted a plan that took the race, income, and education level of a student’s neighborhood into account in determining where the student would be assigned.

Unfortunately, courts and policymakers are no longer solidly aligned in support of efforts of these sorts. Positive outcomes in integrating districts now often come in spite of, not because of, courts and policymakers.

For integration to flourish outside the most committed districts, federal and state policymakers once again appreciate that integration and improving test scores are part of the same conversation, not disconnected ideas.

A version of this article appeared in the May 14, 2014 edition of Education Week as Why Integration Matters

Sign Up for The Savvy Principal

Edweek top school jobs.

Sign Up & Sign In

866.342.1813   |    Email Us

27 Jul Integration vs. Inclusion

Are you familiar with the difference between integration and inclusion when it comes to the classroom environment? The trend in education today is moving away from integration and toward inclusion. While both approaches aim to bring students with disabilities into the mainstream classroom, one system expects students to adapt to the pre-existing structure, while the other ensures the existing education system will adapt to each student.

An integrated classroom is a setting where students with disabilities learn alongside peers without disabilities. Extra supports may be implemented to help them adapt to the regular curriculum, and sometimes separate special education programs are in place within the classroom or through pull-out services. In theory, integration is a positive approach that seeks to help students with disabilities be part of the larger group. In practicality, the differences in the way all people learn can make this system of education less effective overall.

Following guidelines for accessibility makes an inclusive classroom possible. Bridgeway Education can support you in your transition to an accessible curriculum. Contact us for a free accessibility evaluation of a sample of your content, or sign up for The Accessibility Imperative   professional development course to learn about creating accessible learning experiences for all students.

All Subjects

study guides for every class

That actually explain what's on your next test, integration, from class:, sociology of education.

Integration refers to the process of combining or incorporating diverse individuals, groups, or systems into a cohesive whole, promoting social inclusion and equity. This concept is crucial for creating environments where everyone can participate fully and equitably, highlighting the importance of embracing diversity in educational settings and society at large.

congrats on reading the definition of integration . now let's actually learn it.

5 Must Know Facts For Your Next Test

• Integration in education often involves strategies that bring students with varying abilities and backgrounds together in the same learning environment.
• Successful integration can lead to improved academic outcomes for all students by fostering collaboration and understanding among peers.
• Educators play a critical role in facilitating integration by implementing inclusive teaching practices that cater to diverse learning needs.
• Integration also promotes social skills development, as students learn to interact with peers from different backgrounds and perspectives.
• Legislation such as the Individuals with Disabilities Education Act (IDEA) supports the principle of integration by mandating that students with disabilities be educated alongside their non-disabled peers whenever appropriate.

Review Questions

• Integration enhances the educational experience by creating an environment where students from different backgrounds can learn together, share perspectives, and build relationships. This exposure fosters mutual respect and understanding among peers, which can lead to greater collaboration and problem-solving skills. Additionally, it provides all students with the opportunity to learn from each other's experiences, ultimately enriching the overall learning environment.
• Effective integration practices contribute to social cohesion by promoting a sense of belonging and community among students. When diverse groups are brought together in a supportive learning environment, it encourages interactions that break down barriers and stereotypes. This shared experience helps students develop empathy and appreciation for one another's differences, fostering a more inclusive atmosphere where everyone feels valued and accepted.
• Educators often encounter several challenges when implementing integration strategies, including varying levels of student readiness, resistance from parents or administrators, and a lack of resources. To address these issues, educators can provide professional development focused on inclusive teaching techniques, engage families in discussions about the benefits of integration, and seek additional support through partnerships with community organizations. By fostering collaboration among educators and utilizing available resources effectively, schools can create a more integrated and supportive learning environment for all students.

Related terms

The practice of ensuring that individuals from all backgrounds, abilities, and identities have equal access to opportunities and resources within educational settings.

Social Cohesion : The bond that unites members of a society, fostering a sense of belonging and mutual support among diverse groups.

The principle of fairness and justice in the distribution of resources and opportunities, ensuring that all individuals have what they need to succeed.

" Integration " also found in:

Subjects ( 147 ).

• AP Calculus AB/BC
• AP European History
• AP Human Geography
• AP Physics C: Mechanics
• AP US Government
• AP US History
• Adolescent Development
• Advanced Communication Research Methods
• Advanced Design Strategy and Software
• Agile Project Management
• Alabama History
• American Society
• Analytic Combinatorics
• Analytic Geometry and Calculus
• Anatomy & Physiology
• Anthropology of Globalization
• Architectural Acoustics
• Art Therapy
• Art and Artificial Intelligence
• Autonomous Vehicle Systems
• Biochemistry
• Business Anthropology
• Business Ecosystems and Platforms
• Business Strategy and Policy
• Calculus II
• Calculus IV
• Cell and Tissue Engineering
• Civil Rights and Civil Liberties
• Classroom Management
• College Physics: Mechanics, Sound, Oscillations, and Waves
• College Physics: Thermodynamics, Electricity, and Magnetism
• Competitive Strategy
• Complex Analysis
• Contemporary African Politics
• Contemporary Mathematics for Non-Math Majors
• Corporate Finance
• Criminal Law
• Critical Thinking
• Cross-Cultural Management
• Crystallography
• Curriculum Development
• Digital Marketing
• Discrete Mathematics
• Education in American Culture
• Electrical Circuits and Systems II
• Engineering Mechanics – Dynamics
• Engineering Probability
• Enumerative Combinatorics
• Ethnic Studies
• Florida History
• Formal Logic II
• Fundamentals of Abstract Math
• Fundamentals of American Government
• Georgia History
• Health Campaigns
• History of Black Women in America
• History of Education
• History of Mathematics
• History of Music, 1750 to 1850
• History of New Zealand
• Honors Pre-Calculus
• Honors Statistics
• Honors US History
• Human Behavior in the Social Environment I
• Improvisational Leadership
• Indians Overseas – A Global View
• Intelligent Transportation Systems
• International Economics
• International Human Rights
• Intro to Anthropology
• Intro to Business
• Intro to Business Statistics
• Intro to Political Science
• Introduction Ancient Rome
• Introduction to Brain and Behavior
• Introduction to Communication Studies
• Introduction to Directing
• Introduction to Education
• Introduction to Ethnic Studies
• Introduction to Greco-Roman Magic
• Introduction to Hospitality and Tourism
• Introduction to Indian Philosophy
• Introduction to Industrial Engineering
• Introduction to Mathematical Analysis
• Introduction to Permaculture
• Introduction to Probabilistic Methods in Mathematics and the Sciences
• Introduction to Probability
• Introduction to Public Speaking
• Introduction to Scientific Computing
• Introduction to Theatre Arts
• Latin America, 1791-Present
• Latin American Politics
• Lighting Design for Stage
• Linear Algebra and Differential Equations
• Logistics Management
• Mathematical Tools for the Physical Sciences
• Media Technologies
• Methods of Mathematics: Calculus, Statistics, and Combinatorics
• Micro and Nano Electromechanical Systems
• Modern Optics
• Molecular Physics
• Morse Theory
• Multivariable Calculus
• Nanoelectronics and Nanofabrication
• Native American Narratives
• Oklahoma History
• Ordinary Differential Equations
• Organic Chemistry
• Organic Chemistry II
• Organization Design
• Partial Differential Equations
• Performance Studies
• Philosophy of Biology
• Philosophy of Law
• Physical Chemistry I
• Physical Chemistry II
• Piezoelectric Energy Harvesting
• Population and Society
• Preparatory Statistics
• Principles of Management
• Principles of Physics I
• Probability and Mathematical Statistics in Data Science
• Probability and Statistics
• Production and Operations Management
• Psychology of Language
• Quantum Leadership
• Religion and Literature
• Reproducible and Collaborative Statistical Data Science
• Science and the Sacred
• Social Psychology
• Sociology of Religion
• Spectroscopy
• Statics and Strength of Materials
• Structure and Properties of Biomaterials
• Supply Chain Management
• Symbolic Computation
• Technology and Policy
• The Islamic World
• Transportation Systems Engineering
• United States History Since 1865
• United States History Since 1945
• Wearable and Flexible Electronics
• Writing for Communication

© 2024 Fiveable Inc. All rights reserved.

Ap® and sat® are trademarks registered by the college board, which is not affiliated with, and does not endorse this website..

Toward an Ethics of Integration in Education

• Reference work entry
• First Online: 22 July 2023
• Cite this reference work entry

• Inna Semetsky 5  

Part of the book series: Springer International Handbooks of Education ((SIHE))

449 Accesses

The focus of this chapter is on philosophy of education as it pertains to values education and the development of character. It uses both classical sources and contemporary poststructuralist theory to develop the argument for the creation of a new ethics of integration based on the awareness that significant events in human culture should become unorthodox subject matter to be critically examined and to learn from. Both historically and habitually, we understand learning as a conceptual activity confined to a generic classroom and taking place in the presence of a certain instruction.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save.

• Get 10 units per month
• Download Article/Chapter or eBook
• 1 Unit = 1 Article or 1 Chapter
• Cancel anytime
• Available as PDF
• Read on any device
• Instant download
• Own it forever
• Available as EPUB and PDF
• Durable hardcover edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Baron, M. W., Pettit, P., & Slote, M. (1997). Three methods of ethics . Blackwell.

Google Scholar  

Baudrillard, J. (2002). The spirit of terrorism/requiem for twin towers (C. Turner, Trans.). Verso.

Deleuze, G. (1983). Nietzsche & philosophy (H. Tomlinson, Trans.). Columbia University Press.

Deleuze, G. (1987). Dialogues (with Clair Parnet. H. Tomlinson & B. Habberjam, Trans.). Minnesota University Press.

Deleuze, G. (1990). The logic of sense (M. Lester, Trans.). Columbia University Press.

Deleuze, G. (1994). Difference and repetition (P. Patton, Trans.). Columbia University Press.

Deleuze, G. (1995). Negotiations 1972–1990 (M. Joughin, Trans.). Columbia University Press.

Deleuze, G. (1997). Essays critical and clinical (D. W. Smith & M. Greco, Trans.). University of Minnesota Press.

Deleuze, G. (2000). Proust and signs (R. Howard, Trans.). University of Minnesota Press.

Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia (B. Massumi, Trans.). University of Minnesota Press.

Deleuze, G., & Guattari, F. (1994). What is philosophy? (H. Tomlinson & G. Burchell, Trans.). Columbia University Press.

Dewey, J. (1887/2000). My pedagogic creed. In R. F. Reed & T. W. Johnson (Eds.), Philosophical documents in education (pp. 92–99). Addison-Wesley Longman,

Dewey, J. (1909/1959). Moral principles in education . The Wisdom Library, A Division of Philosophical Library.

Dewey, J. (1916/1924). Democracy and education . Macmillan Company.

Dewey, J. (1925/1958). Experience and nature . Dover Publications.

Dewey, J. (1932/1998). The moral self [From Ethics ]. In L. Hickman & T. Alexander (Eds.), The essential Dewey: Ethics, logic, psychology (Vol. 2, pp. 134–354). Indiana University Press.

Guattari, F. (1995). Chaosmosis: An ethico-aesthetic paradigm (P. Bains & J. Pefanis, Trans.). Indiana University Press.

Jung, C. (1969). Foreword (R. F. C. Hull. Trans). In E. Neumann, Depth psychology and a new ethic (E. Rolfe, Trans.). Hodder and Stoughton. (Original work published 1949), pp. 11–18.

Kristeva, J. (1982). Powers of horror: An essay on abjection (L. S. Roudiez, Trans.). Columbia University Press.

Kristeva, J. (1984). Revolution in poetic language (M. Waller, Trans.). Columbia University Press.

Kristeva, J. (1997). Black sun. In K. Oliver (Ed.), The portable Kristeva (pp. 180–202). Columbia University Press.

Kristeva, J. (1998). The subject in process. In P. ffrench & R.-F. Lack (Eds.), The Tel Quel reader (pp. 133–178). Routledge.

Kristeva, J. (2002). Joyful revolt. In M. Zournazi (Ed.), Hope: New philosophies for change (pp. 64–77). Pluto Press.

Lovat, T. (2006). Values education: The missing link in quality teaching . Paper presented at the National Values Education Forum, Canberra, May 2006. Available at www.valueseducation.edu.au/verve/_resources/Terry_Lovat_keynote_address_VEforum06.pdf

Neumann, E. (1969). Depth psychology and a new ethic (E. Rolfe, Trans.). Hodder and Stoughton. (Original work published 1949).

Noddings, N. (1984). Caring: A feminine approach to ethics and moral education . University of California Press.

Noddings, N. (1989). Women and evil . University of California Press.

Noddings, N. (1993). Excellence as a guide to educational conversation. In H. Alexander & Archilla (Eds.), Philosophy of Education, 1992: Proceedings or the forty-eighth annual meeting of the Philosophy of Education Society Denver, Colorado, March 27–30 (pp. 5–16). Philosophy of Education Society.

Noddings, N. (1998). Philosophy of education . Westview Press.

Noddings, N. (2002a). Starting at home: Caring and social policy . University of California Press.

Book   Google Scholar  

Noddings, N. (2002b). Educating moral people: A caring alternative to character education . Teachers College Press.

Noddings, N. (2006). Critical lessons: What our schools should teach . Cambridge University Press.

Noddings, N. (2010). Moral education in an age of globalization. Educational Philosophy and Theory, 42 , 390–396.

Article   Google Scholar  

Peters, M. A. (2002). Geofilosophia, educação e pedagogia do conceito (Tomaz Tadeu da Silva, Trans.). Educação & Realidade, 27 (2), 77–88.

Peters, M. A. (2004). Geophilosophy, education and the pedagogy of the concept [Editorial]. Educational Philosophy and Theory, 36 , 217–226.

Semetsky, I. (2001). Symbolism of the tower as abjection. In J. R. Morss, N. Stephenson, & H. V. Rappard (Eds.), Theoretical issues in psychology (pp. 393–407). Kluwer Academic Publishers.

Chapter   Google Scholar  

Semetsky, I. (2005). Semanalyisis in the age of abjection. Applied Semiotics / Sémiotique appliquée (17). Available at http://www.chass.utoronto.ca/french/as-sa/ASSA-No17/index.html#index

Semetsky, I. (2006). Deleuze, education and becoming . Sense Publishers.

Semetsky, I. (2007). Sem-analysing events: Towards a cultural pedagogy of hope. Studies in Philosophy and Education, 26 , 253–265.

Semetsky, I. (Ed.). (2008). Nomadic education: Variations on a theme by Deleuze and Guattari . Sense Publishers.

Stone, L. (2004). Crisis of the educated subject: Insight from Kristeva for American education. Studies in Philosophy and Education, 23 , 103–116.

Zournazi, M. (2002). Hope: New philosophies for change . Pluto Press.

Download references

Author information

Authors and affiliations.

The University of Newcastle, Newcastle, NSW, Australia

Inna Semetsky

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Inna Semetsky .

Editor information

Editors and affiliations.

The University of Newcastle, Callaghan, NSW, Australia

Terence Lovat

Victoria University, Melbourne, Australia

The University of Newcastle, Callaghan, Australia

Neville Clement

Kerry Dally

Rights and permissions

Reprints and permissions

Copyright information

© 2023 Springer Nature Switzerland AG

About this entry

Cite this entry.

Semetsky, I. (2023). Toward an Ethics of Integration in Education. In: Lovat, T., Toomey, R., Clement, N., Dally, K. (eds) Second International Research Handbook on Values Education and Student Wellbeing. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-031-24420-9_52

Download citation

DOI : https://doi.org/10.1007/978-3-031-24420-9_52

Published : 22 July 2023

Publisher Name : Springer, Cham

Print ISBN : 978-3-031-24419-3

Online ISBN : 978-3-031-24420-9

eBook Packages : Education Reference Module Humanities and Social Sciences Reference Module Education

Share this entry

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research