Describes the unfavorable reactions of black students towards an educational opportunity program, as indicated by in-depth interviews with a random sample of seventy-three of four hundred and ten enrolled during December-January, 1969-70. (JM)

It is the fear of this author that this generation, stupefied by their own self-indulgence, deluded by their pretensions of lovingness, unconsciously motivated by intense intimacy-anxiety, while projecting their conflict on ready targets such as the Establishment and the police, might be fertile ground for a destructive dictator. (Author)

Adjusting our scholastic system to give students time off from institutionalized instruction for 3 or 4 years of government employment between completion of high school and entering college. (IR)

Interview with former graduate student imprisoned for bombing, who now rejects student militant politics. (IR)

Substantive reforms in government, society and education must take place in the immediate future to keep the faith of the moderate student. (IR)

Article reviews theses of Kenneth Keniston's study of an elite, talented group of disaffected, alienated college youth, "The Uncommitted," and of Elliot Liehow's study of alienated Negro males, "Tally's Corner." (KG)

Itemizes the needed objectives of a preservice teacher education program for students preparing to teach unmotivated youth. (DM)

Discussion of five hypotheses to account for the nature of student radicalism in Japan. (Author)

An article based on a portion of the introduction to the book, "Leaders, Teachers, and Learners in Academe: Partners in the Educational Process , edited by Stanley Lehrer and to be published in 1970 by Appleton-Century-Crofts. (AP)

Condensed from "CHS Quarterly , XXVII(July 1969), 20-26, published by the Secondary School Department of the National Catholic Educational Association, Washington, D.C.

Examined the relationship between alienation and attrition among Black students (N=67) on a predominantly White college campus. Results showed Blacks felt more alienated than Whites and dropped out at a significantly higher rate. Results suggest minority programs should focus on reducing social estrangement and meaningfulness. (Author/JAC)

Changes in aggregate levels of subjective powerlessness of the American public regarding politics and government have been surprisingly slight since 1952. The increasing level of education during the postwar era has been working against the spread of powerlessness. (Author/RM)

Social consequences likely to result from the popularity of video game arcades among teenagers are considered. Views of social theorists are summarized; social and financial problems created by the games are discussed, as are possible advantages, such as development of quicker reflexes. Attempts to regulate arcade hours are noted. (PP)