Attempts to demonstrate why the public schools in Berkeley, California could be successfully desegregated. Describes some of the facets of the Berkeley desegregation model and the characteristics of the school system that made it amenable to desegregation. (MK)

Discusses the results of an attempt in the Netherlands to establish an integrated community to house immigrants from a Dutch colony in Africa. (MK)

A review of events, public statements, reports and studies, during the time period September-October, 1974, that reflect various issues dealing with racial and sexual discrimination and school integration in the United States in general as well as a listing by individual state. (EH)

Lists desegregation measures in various states across the nation. (SB)

Examines cases of residential desegregation and the effects it has on school desegregation. (MK)

Overviews the history of school desegregation in Akron, Ohio. Discusses a recently decided court case in which parents from Akron alleged that intentional segregated housing patterns contributed to school segregation. (MK)

Considers magnet school programs in eight cities and concludes that the integrative function of these schools is questionable. Proposes that the goal of improving educational opportunity through magnet schools effects only a small number of students. (Author/MK)

This bibliography cites over 60 references covering history, children, the Black woman, the American and world scenes, ethnic groups (including Spanish Americans and American Indians), teachers, compensatory education, Afro-American studies, colleges, law and government, school and work, community, and general issues. (EB)

Asserts that analysis of Mary Terrell's articles, reveals that she succeeded in breaking down myths that justified and perpetuated lynchings and the peonage system in the South, and that she pointed out adverse effects of discrimination and the need for fairness and justice as they related to the treatment of black people. (Author/JM)

The author charts her experiences as a Black who attended Black educational institutions through the graduate level and then spent a year at a predominantly White university. Describes her personal feelings about racial and cultural differences and outlines factors that are essential to true racial and social integration and psychological health.…

"When Crummell went up to Queens' College in 1849, the university had never received so conspicuous a figure. He was almost twice the age of his fellow undergraduates... He had been a popular lecturer to vast audiences throughout Great Britain. He was the author of a well-received publication. He was an American. He was a priest. And most…