This condensation of a B.A. thesis presented to the faculty of the Woodrow Wilson School of Public and International Affairs, Princeton University, attempts to determine if demographic factors influence white resistance to unitary school integration, and what the role of white leadership is. (Author/JM)

Reports a study designed to determine if communication problems actually exist as perceived by classroom teachers. Negro and white teachers were found to perceive communication problems differently. More white than Negro teachers were dissatisfied, and reported more communication and discipline problems with students of the opposite race. (DM)

Discusses present problems and progress relating to Southern school desegregation. (DM)

To appropriately evaluate the effects of the national policy of desegregation on racial attitudes, data from a national probability sample of 9-, 13-, and 17-year-olds were analyzed. The analysis indicates that, for both Whites and Blacks, desegregation is related positively to racial tolerance. (Author/PN)

White control over public education has not disappeared with desegregation, but has merely changed its form. Current desegregation efforts focus on giving Black children what is minimally necessary to achieve as much academically as White children, but continue to deprive Blacks of opportunities to gain power and privilege. (Author/MJL)

Reviews cooperative learning strategies (instructional strategies in which students work in small heterogenous groups to master academic content) that appear to effectively increase positive race relations and achievement in desegregated schools. (Author/GC)

A study of racial attitudes among Black and White kindergarten children found that White youngsters in segregated kindergartens tended to assign a much lower percentage of positive projections to Blacks than did their counterparts in Black segregated and desegregated kindergartens. (Author/MJL)

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…

The social changes resulting from the Brown decision are reviewed, showing the progress that has been made toward equality for Blacks. Areas where Blacks remain at a disadvantage as compared to Whites are examined. (MC)

Compares the effectiveness of magnet schools in increasing interracial contact in two contexts: (1) districts using magnet schools as the alternative to forced busing; and (2) districts using magnet schools as a component of a mandatory desegregation plan. (Author/BE)

Three conclusions are supported in this study of racial violence in public schools: (1) the causes are rooted in the community as well as the schools; (2) the most direct factor is the extent to which the school system is racially desegregated; and (3) the data support riot theories which stress their parapolitical character. (Author/RLV)