Unrealized Integration in Education, Sociology, and Society

Prudence L. Carter

American Sociological Review, 2024, vol. 89, issue 1, 6-30

Abstract: In the 2023 ASA presidential address, Prudence Carter delves into the landscape of U.S. society, tracing some of its historical progress and confronting contemporary social, economic, educational, and political challenges. Central to her argument is an exploration of the concept of “unrealized integration†and how it has hindered the nation’s march toward an inclusive, multiracial democracy. Carter describes and characterizes the current state of integration within education and society. Despite the widespread rhetoric of diversity in our organizations and institutions, she critiques its shallow application, exposing diversity’s inability to rectify imbalances of power- and resource-sharing. Incorporating the idea of “tipping points,†she discusses how civil rights movements, despite expanding representation and opportunity, have faced recurrent waves of political backlash and reversals. She contends that an erosion of social progress occurs when there is an imbalance in the pursuit of distributional equality (concerning material resources) and relational equality (involving social and cultural dynamics and processes that shape well-being). Additionally, she identifies three other crucial areas that warrant focus to pave the path toward realized integration within education and society. In a forward-looking call to arms, Carter underscores the imperative for sociologists to transcend epistemological and methodological boundaries; and she advocates for robust collaborations across the social sciences and humanities to harness the collective power of knowledge-generation and solution-building for pressing societal issues.

Keywords: education; inequality; (un)realized integration; race; class; gender (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:sae:amsocr:v:89:y:2024:i:1:p:6-30

DOI: 10.1177/00031224231217711

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