Despite the 1978 implementation of a new desegregation plan, analysts have found that Los Angeles schools are still segregated. This is the case because the master desegregation plan has a false definition of segregated schools, a protective covenant shielding the White schools, and a focus on their pretended desegregation. (Author/GC)

Outlines historical eras in the relationship between Blacks and Whites in the United States. (IRT)

Reexamines the "Brown" decision, including its background, the issues before the Court, the holding, and the implementation decision. (IRT)

Chicanos have been and still are segregated and discriminated against in political, judicial, social, economic, educational, and psychological ways. Historical and current evidence supports the fact that Chicanos are segregated and discriminated against in ways that rival or exceed that segregation and discrimination practiced against Blacks.…

Examines Viktor Lowenfeld's activities as an instructor at the Hampton Institute, Virginia (1939-1946), an essentially Black school in a pre-civil rights movement southern setting. Discusses his theoretical statements and his behaviors in relation to teaching art to Black adults. (GEA)

A well-acculturated migrant education program director reminisces about his Mexican upbringing in the United States, noting the persistence of his cultural heritage and the scars left by acts of segregation, prejudice, and racism. It is important for Mexican Americans to recognize that they are a unique group at a crossroads. They are not all…

Segregation in the schools contributes to inequality, while desegregation is a legitimate means of achieving equal educational opportunity. Not only is desegregation a constitutional right, but it is sound educational social policy. A commitment to desegregation by State officials is a prerequisite to the reduction of racial isolation and the…

Reviews the educational and legal history of Black education; criticizes the emphasis on achievement scores as a predominant variable in the measurement of such programs; and states that conclusions about Black enrollment, retention, and successful matriculation are generally positive. (Author/MLF)

This booklet contains two papers: (1) "Federal Agencies and Urban Segregation: Steps Toward Coordinated Action," by Gary Orfield; and (2) "Mounting a Concerted Federal Attack on Urban Segregation," by William L. Taylor. In the first paper, racial, economic, and educational trends in urban areas are reviewed. Lack of Federal commitment,…

Israel faces the difficult task of integrating some half a million Israeli Arabs into the society. Distrust, resentment, and educational inequalities make this a monumental task. (Author/WD)

The Court has not provided a clear course for those bent on eliminating segregation in our schools. The courts must put the distinction between de jure and de facto segregation behind them and focus on the elimination of segregated school systems. Such a resolution is within the spirit of "Brown." (Author/IRT)

The author traces the relationship between racism and education in South Africa in light of the numerous racist policies and practices that the South African government has pursued and continues to implement. Dube describes the introduction of Bantu education and draws attention to the intended and unintended outcomes of this system. (Author/CT)

The relation of racially segregated schooling to segregated housing has been, since Brown v. Topeka, a subject of increasing political and legal concern. Research on White flight, resegregation, and housing desegregation must continue, since after 30 years of desegregation, we still know little of whether it helps to integrate housing. (Author/LC)

Differences in disciplinary climate, academic demands, and student behavior make a difference in student achievement in all American high schools. (Author)

Dunbar High School in Little Rock (Arkansas) was a segregated public school that served Black students from 1930 to 1955. A survey of Dunbar graduates revealed that the school was a central factor in preparing them to become qualified, contributing adults. (Author/WD)