After a brief description of third force coalitions and their goals, this research attempts to determine what areas of consensus unite such groups and what issues or opinions can potentially divide them. A Q factor analysis is employed to establish a methodology for identifying language that has appeal to various opinion groups. Respondents in…

Profiles Jack Stewart, principal of one of two New Orleans schools chosen to begin "token" integration in 1960. He recalls and reflects upon community and faculty reactions to integration. (LHW)

A survey of Southern biracial high schools found that community conflict early in the desegregation process is associated with lower racial tension and Black student alienation later on. Authors hypothesize that conflict creates stronger cohesion within the Black community and greater support for desegregation, leading to less tension in the…

The main purpose of this study is to present documented facts concerning the operation of school desegregation in communities which are engaged in the process. The purpose of the Commission on Civil Rights is to identify problems which recur in school districts undergoing desegregation, and to describe how they have been met. Specifically, the…

In this report, six surveys dealing with attitudes towards integration of San Diego schools are presented. Groups surveyed were registered voters, parents, certificated personnel, classified personnel, secondary school students, and elementary school students. Field work for each separate survey is described. Survey questions are listed and…

In January 1974, a research team from Teachers College, Coloumbia University spent four days in Ewing Township, New Jersey studying and documenting the efforts made by the school district and community in bringing about a desegregated system. Ewing School District was one of four districts to be included in the Comparative Desegregation Project…

A team of researchers from Teachers College, Columbia University visited selected schools in the Minneapolis Public Schools system for the stated purpose of studying and documenting key processes within the school district and community which effectuated a desegregated system. The study team consisted of five members who conducted structured and…

In May 1974, a research team of four persons, representing Teachers College, Columbia University, went to Durham, North Carolina to study and document the processes the Durham City Schools engaged in during its transition from a segregated to a desegregated district. Durham was one of five school districts included in the comparative study of…

In May 1974, a five member study team from Teachers College, Columbia University spent four and one-half days in Birmingham, Alabama, for the purpose of (1) collecting information that describes the desegregation process as it evolved, (2) interviewing principals, administrators, teachers, students and community leaders relative to their…

On June 16, 1971, after a number of public hearings, the Board of Education of Bloomfield, Connecticut approved a plan for redistricting the Bloomfield elementary Schools, to take effect at the start of the 1971-72 school year. Several guidelines were recommended: (1) all voluntary busing will cease, (2) reassignments shall be made on the basis of…

During the 1972-73 academic year, a research team working out of Teachers College, Columbia University, conducted case studies in districts where comprehensive and effective desegregation processes had been implemented. Greenburgh Central No. Seven, Greenburgh, New York, was selected as a site which had provided evidence of practices and policies…

During the 1972-73 academic year, a research team working out of Teachers College, Columbia University conducted case studies in districts where comprehensive and effective desegregation processes had been implemented. The Goldsboro City School System, Goldsboro, North Carolina, was selected as a site which had provided evidence of practices and…

This study presents both demographic data and superintendents' reports of the processes and consequences of school desegregation for a nationally representative body of 1,292 school districts. The major analytic variable of the study is the nature and timing of steps to desegregate. The major conclusion that emerges is that desegregation actions…

In order to test the hypothesis that integration of the public schools and individual classrooms has resulted in the development of positive attitudes between the races not only on the part of students but also for parents, teachers, principals, and the community at large, the author of this review of research focuses on studies on school…

This book is based on the personal accounts of individuals and families involved in different ways in the busing for school integration experience in Boston, Massachusetts. The individuals who speak are both black and white, and include administrators, parents, students, teachers and residents of the city and suburbs. Their stories reflect their…