Reviews the activities of the Rockefeller Foundation's Equal Opportunity Program in the 1960s. States that initially the program had an elitist character catering to affluent Blacks in an attempt to bring talented Blacks into the mainstream at selected colleges. Claims that after program staff integration, new educational directions were…

Examines conflicts between the backgrounds and attitudes of faculty in community colleges and the colleges' goal of providing equal educational opportunity to students. Suggests that the situation might be improved by focusing attention on four areas: (1) graduate school training; (2) staff development; (3) faculty diversity; and (4) identity…

The notion of equal opportunity is discussed in relation to the economic and cultural inequalities in American society. Common assumptions about education's function in the struggle toward equality are questioned and an alternative paradigm of schooling in relation to social equality is suggested. (Author/GC)

An intercultural culture needs to be established in South Africa's public schools to achieve balance between cultural integration, differentiation, equity, and development in the post-apartheid period. Critical awareness of interculturalism and informed commitment by educators and learners is needed to implement these educational changes. (MMU)

Argues that the court case Missouri v. Jenkins III (1995) reflects a trend toward relaxation in the assurance of equal educational opportunities. This examination of Missouri's petition to end judicial oversight in its largest public school district has disturbing implications for educational equity. (SLD)

Discusses the effect of recent legal and legislative setbacks in the affirmative action arena, looking at the history of legislation that protects white rights over black rights (and that makes whites the protected minority) and emphasizing the need to respond to the types of injustices that affirmative action was designed to address. (SM)

Describes the historical efforts of economically, politically, and socially oppressed black communities across the segregated U.S. south to give their children a quality education, highlighting rural Prince Edward County, Virginia. In an attempt to circumvent Brown v. Board of Education (1954), white leaders closed every public school in the…

Race has been the major determining factor in the development of education for Blacks in the United States. Blacks have always opposed White educational oppression and taken every opportunity to educate themselves. Suggests ways that Blacks can continue to combat racism in education. (FMW)

Provides a rationale for advocating the development of culturally responsive performance-based assessments as a means of achieving equity for students of color. Notes arguments for and against these assessments and explores psychometric concerns. Recommends the modification of existing test-development procedures to incorporate the participation…

The various forces, various branches of the federal government in confusing and conflicting ways that have constructed and influenced the Hispanic identity and educational status are suggested. Hispanics are a significant percentage of the United States of America's population and are becoming a greater percentage everyday.

The idea that at its 50th anniversary, Brown provides proof that inspite of its landmark significance, basing relief in the courts and its principles can create a backlash of unintended consequence is discussed. The various litigious and legislative assaults upon historically African American colleges and universities are examined to highlight the…

The major decisions of pre-and post-Brown and the history of African American student achievement are discussed through an analysis of select federal court decisions. One can conclude that the struggle for equal educational opportunity for African Americans in the United States is vying for the attention of more conservative Federal Court judges.

No Child Left Behind (NCLB) plan moves toward proficiency in basic-skills development but ultimately shrinks the notion of educational excellence for all children, occasioning fallacies but not addressing compelling matters that relate to quality, equity and academic achievement for all students. The plan would set up public schools as examples of…

Indicates the nature of the problem and provides an analysis of racist efforts, internationally and nationally, from the perspective of the past to the present, to cripple the creativity and vitality of black and other poor people. The thrust of the latter part of the paper focuses on Washington, D.C. (Author/AM)

Increased efforts must be directed to recruitment and the dissemination of information to potential students; to the development of programs that eliminate the frustration and alienation of minority students; and to the provision of financial assistance. (Author/AM)