In two mid-sized, southern cities, Nashville and Louisville, communities took vastly different approaches to public school desegregation. Where Louisville saw widespread success in fully integrating its schools, Nashville failed. Through qualitative research it is asked, "What are the most compelling explanations for the long-term failure of…

The findings indicate a lack of the influence of the variable of black identification on outgroup attitudes and willingness to associate. Nor is the contention supported that strong ingroup identification leads to a positive or negative outgroup orientation. The implications of these results for educational implications and minority group agencies…

Contemporary Black communities can benefit from the self-help experiences of Blacks in Buffalo, New York, around the turn of the century. An historic examination of Black social, literary, political, and civil rights organizations indicates that education was a key element in all of their programs. (GC)

Relates the emergence of Black Studies programs in the 1960s to the interest of American Blacks in the African independence struggles. Observes a shift in Black Studies away from the militancy of its origins and calls for reconsideration of its purpose. Reviews related literature. (KH)

Describes three models of ethnic identity development, with particular focus on their significance for understanding the socialization and self-concepts of Black children. Considers implications for educational reform and suggests the models provide useful frameworks for making better decisions about when educators should introduce materials about…

Primary effects of school desegregation are most noticeable at the interpersonal level, particularly in the relationship between Black children and their White teachers. Secondary effects are pronounced at the institutional and community levels to the extent desegregation has disrupted the Black community's sociocultural institutions and altered…

In a 1964 field study, Black, Native American, and White high school seniors in Robeson County, North Carolina, were asked to rank their race and the two others in order of esteem. Findings help explain why the schools of Robeson County were among the last in the state to be integrated. (KH)