A historical review of intergroup relations and school segregation in St. Louis is given. The present desegregation plan is reviewed and evaluated. Although some of the criticisms have merit, the plan in its entirety is a good one which, if properly implemented, can provide Blacks with a good education. (VM)

Reviews the role of the federal government in the development of national school desegregation policy over the past 35 years. Concludes that desegregation requires active federal support, but desegregation effects are limited by political backlash and conflicting judicial interpretations. Suggests a future federal role. (FMW)

Discusses numerous issues related to school desegregation and the Brown decision, including: (1) misconceived psychological arguments used to bolster the case for "Brown"; (2) student and community attitudes toward busing; (3) effects of busing; (4) regional differences in compliance with school desegregation; and (5) recent court…

A national study showed that increased exposure of White pupils to Black pupils substantially affects the demography of school systems and leads to reductions in White enrollment. However, White enrollment losses appear to be short term, limited primarily to the year a desegregation program is implemented. (Author/RM)

This paper compares the quality of faculty at traditionally black institutions (TBIs) and traditionally white institutions (TWIs) in Louisiana and Mississippi since the Brown v. Board of Education decision. While TBIs have improved greatly, the gap between TBIs and TWIs is still large. Selected issues are discussed. (MT)

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…

This paper discusses the educational experiences of blacks before and after the Brown decision of 1954. During slavery religious organizations, sympathetic whites, and blacks themselves led the effort toward literacy for slaves. Following the Civil War, blacks initially made great strides in establishing educational opportunities. By 1877, white…

This book chronicles African American higher education as viewed by 20 presidents and presidents emeriti from several historically black colleges (HBCs). Interview excerpts are used to illustrate how HBCs outside the established, accepted educational structure have been inadequately financed and staffed, have been without satisfactory resources,…

The Brown decision of 1954 occurred when Blacks, who were migrating into the North in large numbers, became a highly visible political minority. Widespread interest in school integration on the part of the dominant majority stemmed more from a concern about societal integration than about the welfare of disadvantaged children. The Brown decision…

Johnson's ideas on the role of Black colleges provide both a historic and contemporary perspective to the debate about their purposes. He explored the function, if any, of Black colleges in the race's social and economic survival, as well as its cultural identity, especially after segregation in education was declared unconstitutional. (SR)

Discusses the history of the Washington public school system from pre-1945 to the present to show how its problems have evolved. Discusses why the system's bad image developed and why it has been so slow to change. Student achievement and segregation are discussed extensively. (JS)

Discusses seven stereotypical views concerning the history of federal involvement in elementary and secondary education. Examines federal intervention after World War II; origination of federal programs; the National Defense Education Act; basic skills education; federal aid to precollegiate education; federal pressure for desegregation; and…

Traces the evolution of the curriculum designed for Black education in South Africa since the colonial penetration of the 1650s to the present. Argues that the curriculum reflects sociopolitical influences and that postapartheid curriculum reform is limited by extracurricular factors. (FMW)

The history of Thomas Jefferson High School, Richmond (Virginia), is traced from its opening in 1930 through the city's social changes. The school developed a culture of academic excellence that it struggled to defend against decades of challenges such as desegregation, white flight, leadership changes, and budget cuts. The history of the school…

A third generation of school segregation has evolved, with the following problems: (1) renewed physical segregation; (2) limited teacher expectations for minority students; (3) culturally biased instructional methods; (4) persistence of sex stereotyping and bias; and (5) ability grouping that isolates students on the basis of race, national…