The fourth year of federal court desegregation (1977-78) promised stability and continuity to the Boston public schools. Instead it brought confusion, frustration and anger, although there have been no serious disruptions inside the schools for the first time since desegregation began in 1974. (Author/AM)

An important component of the school desegregation methods of Lansing, Michigan, was the Cluster Plan, which is described and evaluated in this article. (Author/AM)

Existing legal doctrine, the author argues, provides no clear solution to the conflict between freedom of association and freedom from racial discrimination in cases regarding racial discrimination by private clubs and schools. Examines alternative policies toward the conflict and their likely impact on the opposing interests. (JT)

A seminar designed to ease school integration tension reveals that teacher/student attitudes and concern can cause problems as well as solve them. The seminar also shows teachers that there is a difference between black and white culture. (Author/AM)

Notes that in the process of desegregation, the district has retained the neighborhood flavor of schools with expanded community, paired and clustered schools, and has used magnet type programs to encourage peripheral area white students to opt for programs in the central city. (Author/AM)

Concludes that school desegregation has such an incredible ideological momentum that objective and rational assessment of its true effects often seems unattainable. Until there is solid evidence that educational and social benefits of desegregation outweigh its harmful effects, it should not be imposed upon an unwilling public. (Author/JM)

Compares South Africa's apartheid with racial segregation in the southern United States during the 1940s, 50s, and 60s. Reviews current discrimination against Blacks in South Africa and examines the question of disinvestment. Concludes that the White South African government will fall. (JDH)

Minority business set-asides must be more carefully scrutinized than they have been. To improve minority employment, the government should encourage all firms willing to employ minorities. (LHW)

Describes the advantages of school desegregation for educationally deprived children, and reviews some of the major Supreme Court decisions on desegregation. Presents a case history of desegregation efforts in Little Rock, Arkansas, and concludes with excerpts from the author's testimony at a Circuit Court hearing in 1982. (KH)

Presents the results of a questionnaire mailed to Black school superintendents. Discusses their responses on such issues as racial balance strategies, busing, the educational benefits of desegregation, and cultural identity of Black students. (GC)

Impact of school desegregation edicts is measured and compliance theory is discussed. Existing research is examined concerning coercion required to produce compliance with school desegregation guidelines in 31 Georgia school districts. Journal available from Southern Political Science Association at the office of publication, 107 Peabody Hall,…

Presents some findings from an analysis of contemporary literature which picked out indications of the progress that busing for racial integration has made toward improving the quality of public education. (Author/WM)

Deals with three questions--(1) Is integration of the races a desirable goal for public schools in the black cities? (2) If desirable, is it feasible? and, (3) If desirable and feasible, how is it to be accomplished?--expressing the position of the National Association for the Advancement of Colored people. (Author/JM)

A rebuttal of a negative evaluation of busing programs published by David Armor, which focuses on the methodological shortcomings of an investigation of a voluntary busing program in metropolitan Boston called METCO done by Armor. (JM)

Suggests that the failure of (1) school boards and superintendents to recognize the evil inherent in segragated schools -- both black and white -- and their lack of courage in dealing with the problem and (2) educators to recognize the subtle and not so subtle racial bias of their curriculum, curricular materials, personnel, and staffing practices…