This document contains transcribed interviews with seven black high school students made in spring and summer 1969 as part of a larger study of an educational community organization program. They are presented here because it is felt the feelings and attitudes expressed are often overlooked as various groups of adults attempt to resolve issues of…

The Center for the Study of Intergroup Relations (University of California at Riverside) sponsored a conference on "Desegregation and Equal Educational Opportunity" in the Spring of 1970. At the conference, concerned school superintendents, school board members, researchers in the behavioral sciences, and government officials shared…

This report consists of seven papers by experts on integration, segregation, and separatism in education. The articles, expressing divergent opinions, include four presentations on inner-city education, two papers on Black Studies at the college level, and one paper on the "new" urban university. Authors and titles of the presentations are: Paul…

Shortly after the Kalamazoo Public Schools adopted an extensive desegregation plan based on a two-way busing approach patterned after the Berkeley California Schools, a study designed to reveal strengths and weaknesses of the proposed plan was commissioned. It was originally intended to collect appropriate baseline data prior to desegregation and…

This report is concerned with 3 major problems. The answers to these problems were obtained from the results of 2 surveys. A. The two most serious problems faced by the cross-over teachers (teachers teaching children who differ racially from themselves) in the sample, in rank order, were: discipline and classroom control; and unfamiliarity with…

This is the report of Project Concern which operated in Hartford, Connecticut in 1966. Faced with public school problems, the city decided to attempt to bus some of its inner city children to schools of the surrounding suburbs. In the process of convincing the suburban towns to participate in a cooperative education program, the project leaders…

This report discusses a survey which explored the contradictory opinions of millions of Americans who support integration, but often resist one means to desegregation, busing. According to the report, two thirds of the people in this survey who say they support integration are also generally opposed to busing. The survey was designed to learn the…

This article is a general overview of desegregation. Discussion first centers on the weakening of desegregation by federal housing programs, school board policies and opportunistic politicians, and then proceeds to the relationship of desegregation and poverty. (Author)

Integrated education as it exists in many communities is actually harmful to black children and works to devastate rather than develop black talent; proponents of school integration must put effort into improving the quality of all schools. (JD)

It has been assumed that schools play a dramatic role in creating school crime. This paper, by using ethnographic data, demonstrates the inter-relationships among administrative styles, deterrence, commitment, and disruption. It appears that legitimacy of rules even within a school's bureaucracy needs to be developed through negotiating order with…

Classroom observation and a roster-and-rating sociometric technique were used to assess social interaction among Black and White third grade students who had attended integrated schools since kindergarten. Sex was a more significant factor in determining sociometric ratings for work and play than race. (GDC)

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)

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)