Identifies two major problems that impede school desegregation: (1) current strategies are not producing satisfactory results in either student assignment or in the promotion of Blacks to high administrative positions; and (2) many desegregated schools do not live up to the ideals of racial harmony and equal opportunity. Considers possible…

Michael Maloney--Appalachian advocate, activist, and community organizer in Cincinnati's Over-the-Rhine neighborhood since the mid-1960s--discusses two decades of racial relations in this blighted inner city neighborhood, and the emergence of an urban Appalachian "ethnic" consciousness among transplanted mountain people. Contains 15…

Examined school and neighborhood friendships of 292 Black junion high school students and White junior high school students. Findings suggest that there may be important differences in peer friendship networks of Blacks and Whites. Results also suggest the importance of school and nonschool settings in friendship patterns of the two groups. (PCB)

The first section of this article reviews the background and interaction of minority studies and affirmative action programs as they developed in the 1960's. The second section discusses some middle and long-range questions and implications of those developments for black colleges, graduate and professional schools, and society as a whole. (DE)

This paper presents a broad discussion of the historical, political, and philosophical aspects of school integration as embodied in the Brown decision of 1954. Segregated education is damaging to both whites and blacks. Thus, the Brown decision was beneficial for the majority group as well as for minorities. Historically, in fact, free public…

The six studies collected in this book analyze the day-to-day realities of life in desegregated classrooms. The sites reported on range from New York to Memphis, and from the industrial Northeast to the Midwest and Deep South. They also vary by organization (elementary, middle, and high school), by the black-white ratio among students and faculty,…

Reviews evidence from research and daily classroom experience that desegregation can be extraordinarily helpful to children of all races; there is no ground for believing that desegregation is designed to benefit black and Chicano but not white children. (JM)

Desegregation and integration are affected by many of the same forces that affect other major social changes, such as dramatic news events, authority in the form of law and policy, educational programs, and experience of the new situation. How these forces affect desegregation and integration has to do with peoples' attitudes and the effect of…

This evaluation of the Institute on Interethnic Aspects of Public School Education in West Virginia consisted of two district procedures. The first was intended to evaluate the effectiveness of the program in terms of the change occurring in the participants as perceived by the participants themselves. This was done by a pre- and post-program…

This booklet is a participant's handbook for playing the Valleybrook Elementary School-Lakemont High School Simulation Game. In this game, the participant tries to deal with simulated problems faced in desegregated schools. The participant either plays the role of Terry Patterson, a new fifth grade teacher in Valleybrook Elementary School, or that…

This edition of this select bibliography has been compiled on the basis of interest, point of view, and usefulness to the reader. The subject division of the contents (determined according to reader usefulness) includes bibliographies listing: education and family; adjustment and integration; area studies; associations, organizations, and pressure…

The fourth in a series of reports on racial attitudes shows that U.S. whites have increased their support of integration at a steady pace, with a striking period of more rapid change between 1970 and 1972. (Author/MA)

Presents short notes on specific court actions, studies and facts. (AM)

Focuses on Oberlin College's commitment to Black education and the individuals who have helped sustain that commitment since 1835. Traces the school's fluctuating racial climate and its responses to the changing racial conventions of the wider society. Reports that Blacks played a crucial role in maintaining Oberlin's liberal tradition. (KH)