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Abstract
The effects of school desegregation will become clearer as we develop a more comprehensive awareness of variability in the desegregation “situation.” In this paper, we distinguish three dimensions of a situational analysis: macro/micro, objective/subjective, and proximal/distal. We use these dimensions to evaluate the research on students' academic achievement, self-esteem, and intergroup relations, identifying points along each dimension where research seems well advanced and points where more research is needed.