In Cleveland, the reassignment of faculty and staff for the initial stages of school integration went smoothly. The desegregation of students however, is far more complicated and major plans are probably a year away. (Author/AM)

In this article, Judge Battisti of Cleveland, Ohio, chides the school board for creating the erroneous impression that the court has committed itself to a particular desegregation plan. (Author/AM)

Notes that the schools where desegregation went most smoothly were those where the administrators supported the idea. Desegregation seemed more of a problem in schools where the administration did not like the idea. (Author/AM)

This article describes a model which incorporates social, economic, and political variables to explain change in the level of white enrollment for a large number of cities for the period from 1968-1974, with special focus on the impact of school desegregation. (Author/AM)

Desegregation studies often neglect the impact of desegregation on children's social attitudes and experiences. The following factors can foster positive intergroup relations in desegregation situations: (1) equal status between minority and majority groups; (2) a cooperative atmosphere; and (3) support for positive relations from the authorities.…

Argues that metropolitan school desegregation plans may reinforce problems associated with segregation and may worsen the situation of low-income Blacks. Describes an urban-suburban exchange plan and argues that it provides only the semblance of justice. Asserts that what poor Black students need most is neighborhood schools, effective teachers,…

Describes the use of sociograms and computer analysis of sociometric data in order to evaluate the progress of Springfield, Massachusetts, public schools toward racial integration. Also shows how these techniques can be used to encourage racial integration at the classroom level. (GC)

H.B. Gerard (1983) has misrepresented the content of the 1954 Social Science Statement. His appraisal of school desegregation is misleading in terms of both its current status and future potential; further, the actual and potential role of social science in public policy is more extensive than Gerard has claimed. (CMG)

As it now operates, school desegregation has removed control over education from the Black community and further eroded Black children's self-concept and racial identity. We must seek desegregation that would remove legal and implied restraints and would make Black schools equal to those that serve Whites. (Author/GC)

Notes that racial integration in the most northern urban cities is in a regressional stage. (Author)

This report examines what is happening in South Africa's schools as they are desegregated. It describes the attitudes of the main stakeholders, and provides an examination of the theoretical concerns and other debates surrounding issues such as multiculturalism and anti-racism. A context for possible approaches to resolving the problems associated…

Summarizes a study which attempted to determine if black children manifested higher racial pride in a racially mixed environment and whether the type of racial mixing made any difference, using a modified doll test. (Author/JM)

Asserts that judicial hostility to majority-black schools reinforces the national belief that minority-black schools are bad schools, thus insuring that integration in education must continue to reflect preference for middle-class, white behavior. (Author/JM)

Examines constraints on school desegregation as experienced in four Louisiana dioceses. (JF)