Analysis of the provisions for Hispanics, Asians, and other minority groups (excluding Blacks) in the desegregation plans of 13 cities (Boston, Chicago, Cleveland, Dallas, Denver, Detroit, Los Angeles, Miami, Milwaukee, New York City, Philadelphia, San Francisco, and Seattle) suggests a number of trends: (1) These groups have not been classified…

This paper argues that cautious and participatory desegregation efforts yield less desirable outcomes than either sweeping, authoritative desegregation policies or no imposed effort at all. The author proceeds to support these claims by identifying 10 goals of school desegregation and examining the rules and consequences of incremental and…

This 1961 report describes the experiences of the United Parents Association (UPA) in two New York City communities facingschool integration. In one case involving the voluntary busing of Negro children from an overcrowded school to an underutilized white school, the entire transfer occurred without incident because of the careful planning and…

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…

Sources consulted in preparing this bibliography include the "Bibliographie du Quebec,""British Education Index" (The Library Association), the "Canadian Education Index," the "Cumulative Book Index" (Wilson's), the "Current Index to Journals in Education," the "Directory of Education Studies in Canada," the "Education Index" (Wilson's),…

This book contains reports on ten school districts' responses to court ordered desegregation. The book begins with an historical background and a discussion of racial politics and community conflict. Following the introduction are the ten case studies, whose titles reveal the city and issues under examination: (1) "Boston, Massachusetts:…

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…

Presenting highlights of several projects, this paper reports on research which assessed the total reaction of a community to a busing program. The program is analyzed as an educational innovation rather than as a school integration method. The plan involved transporting volunteer Negro children in overcrowded schools to white underutilized…

To understand the moral or ethical issue involved in the busing affair, this discussion begins with the early fifties, a time when segregated schools were morally and legally accepted. In the early fifties, the "separate but equal position" tried unsuccessfully to equalize the education of whites and blacks. A few years later the busing of black…

The purpose of this study is to evaluate the effects of busing on the subsequent achievement performance of bused minority students. Differences in achievement gains are hypothesized to be a function of bused student attitudes toward busing and the interracial climate of acceptance in the receiving schools. The design of this study is that of a…

This study focuses on the reasons why one city, which seemingly was ready to be a leader in racial matters, became instead a center for resistance to school integration. When integration began, the reaction of extremists was so intense and prolonged that the city suffered a near catastrophe. The city's most serious problem was a lack of…

Describes the philosophy, history, financial and administrative arrangements, curriculum, and pupil population of the Enoch Indian Band's unusual integrated Kitaskinaw School, opened in 1977 on the Stony Plain Indian Reserve No. 135 in Alberta, Canada. (Journal availability: Department of Educational Foundations, 5-109 Education North, University…

Compares Federal court-ordered school desegregation plans in urban and rural Tennessee school districts. Indicates that approaches differed with varying district characteristics. Suggests that community responses to plans were influenced by such factors as racial composition; customs; leaders' attitudes; environmental and economic conditions; and…

Part of the desegration plan for the Detroit Public Schools included the construction under federal court order of five area vocational schools, the first to open in January 1980. Describes steps in program planning, initial lack of public support for vocational education, and growing community support for the concept. (MF)

An interpretive overview of Georgia's response to the 1954 school desegregation decision is presented. The study, approached historically, concludes that massive resistance to desegregation crumbled in the state in large part due to forces within the state. It is argued that the public's commitment to public education was stronger than its support…