In addition to examining Black, former students’ experiences in school and along the home-to-school (HTS) commute pre- and post-Brown, this dissertation investigates the impact of desegregation on participants’ social identity development. This secondary qualitative analysis examines stories and counter stories concerning the quality of education provided to Black, former students of segregated and integrated Delaware public schools, and explores the extent to which participants’ social development was impacted by segregation and desegregation in school and along the home-to-school (HTS) commute. schools have remained racially and socioeconomically segregated as middle- and upper-class parents have pursued alternative choices like charter and private schools when deciding where to send their child to school. It’s been over sixty years following Brown, yet U.S.
Board of Education of Topeka (1954) decision. The desegregation of public schools continues to be a controversial topic in the U.S., particularly after the landmark Brown v.
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