Focuses on the issue of whether the implementation of school desegregation significantly increases the decline in percentage of resident white. Presents data from a study conducted in 86 Northern school districts from a 91-city study. Data were obtained from statistics published by the Department of Health, Education and Welfare beginning in 1967.…

States that studies by Cataldo, Munford, Bosco and Robin, Mercer, and Koponen strongly support a view that massive white flight is an avoidable phenomenon, whereas Colmena, who failed to report any of these studies in his April 1975 paper, represents white flight as an inevitable consequence of mandatory desegregation in the largest cities…

This bibliography of desegregation and inservice education literature was developed by the WIEDS (Ways to Improve Education in Desegregated Schools) Project in Austin, Texas. This bibliography is said to be a by-product of research done on successful desegregation/integration strategies which could be applied to the planning of staff and…

A CRISIS INVOLVING CONFLICT BETWEEN LOCAL, STATE, AND FEDERAL POWERS ON THE DECISION OF DESEGREGATION RESULTED IN CLOSURE OF PUBLIC SCHOOLS, HARASSMENT OF CITIZENS, UNCHECKED VIOLENCE, UNJUST TREATMENT OF CITIZENS, AND GENERAL DISORDER OF THE COMMUNITY. RECOMMENDATIONS OF THIS BOARD TO AVOID SITUATIONS AS ENCOUNTERED IN NEW ORLEANS INCLUDE-- A…

A HANDBOOK HAS BEEN PREPARED FOR REPORTERS WHO ARE COVERING THE DESEGREGATION OF ATLANTA PUBLIC SCHOOLS IN ORDER TO INFORM THE PRESS OF THE EFFORTS MADE BY CITIZENS IN THE FIGHT TO KEEP PUBLIC SCHOOLS OPEN. A MAJOR PORTION OF THE GUIDE IS DEVOTED TO A DETAILED, CHRONOLOGICAL ACCOUNT OF THE BACKGROUND PERIOD (1954-61) LEADING TO SCHOOL…

Segregated housing and school attendance boundaries contributed to significant racial segregation in Waterloo, Iowa's public schools. In 1967, 81% of white students attended schools that were at least 90% white, and 30% of the black students attended schools at least 90% minority. Although 11 of the 33 Waterloo schools had black students, 66% of…

Peer relations in 36 interracial sixth-grade classrooms are examined. Methods of analysis include examination of variance, multiple regression, and case studies. Both dependent and independent variables are used, as are variables particular to the interracial situation, such as racial ratios, desegregation history, and busing. The authors conclude…

It is noted that Dallas' success with the busing of some children for the purpose of integration is because only some students from some districts are bused for only a few years. (Author/AM)

Among the myths that are discussed are the effects of desegregation/integration on violence, finances, achievement, self confidence, quality education, neighborhood schools, and white flight. (Author/AM)

The primary objective of this study was to determine if a voluntary school desegregation approach is well received by the public and, if so, to see if this reception is accompanied by a significant amount of voluntary action. (Author/AM)

Coleman's message has been misunderstood, it is argued, because the scholar has been engaging in a perilous exercise that is not uncommon among social scientists. He has been mixing rhetoric and research in many recent pronouncements, and few people know which is which. The scientist and advocate hats must be clearly labeled. (Author/JM)

Soon after desegregation, teachers and administrators of an urban school may be unable to escape or effectively protest deteriorating conditions. Their response includes shifting blame in several ways, depending on one's position and power. Blame strategies do little to solve problems and may exacerbate them. (LHW)

Scholars who agree on a list of conclusions from past integration studies disagree on three central issues: (1) the size of the positive educational impact of desegregation; (2) the psychological effects of desegregation; and, (3) what the proper governmental response to the existing evidence about busing should be. (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…