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IRCD IIU of EDUCATION YESHIVA UNIVERSITY a BI-MONTHLY PUBLICATION 55 Fifth Avenue New York, N REPORT RESUMES ED 011 910 UD 003 757 RACIAL DESEGREGATION AND INTEGRATION IN OURSCHOOLS. YESHIVA UNIV., NEW YORK, N.Y., ERIC CLEARINGHOUSE ERRS PRICE MF-$0.09 HC-$0.36 9P. DESCRIPTORS- *BIBLIOGRAPHIES, *SCHOOLINTEGRATION, INTEGRATION METHODS, DEMONSTRATION PROJECTS, PROGRAMEVALUATION, STUDENT CHARACTERISTICS, INTEGRATION PLANS,INTEGRATION LITIGATION, ACADEMIC ACHIEVEMENT, INTEGRATION EFFECTS,*INTEGRATION STUDIES, PROGRAMS, NEW YORK CITY THE PLAN OF THIS BIBLIOGRAPHY ISOUTLINED IN AN INTRODUCTORY NOTE WHICH BRIEFLY DISCUSSESTHE STATUS OF RACIAL DESEGREGATION AND INTEGRATION IN THE SCHOOLS.ONE SECTION OF THE BIBLIOGRAPHY IDENTIFIES SOMEREPORTS AND DISCUSSIONS OF DESEGREGATION EFFORTS.A SECOND AND BRIEFER ONE BRINGS TOGETHER ARTICLES WHICH DEALWITH THE LEGAL DECISIONS ON WHICH SCHOOL DESEGREGATIONIS BASED. THE THIRD AND MAJOR SECTION, WHICH IS ADDRESSEDTO SOCIAL PLANNERS AS WELL AS RESEARCH WORKERS, CITES REPORTSOf SPECIAL PROJECTS WHICH DEAL WITH PRIMARY AND SECONDARY ASPECTSOF DESEGREGATION OR ITS IMPACT, REPORTS OFEVALUATIONS OF PROGRAMS, AND A FEW STUDIES RELATED TO PUPIL CHARACTERISTICS OR PUPIL FUNCTIONING UNDER DESEGREGATION CONDITIONS.THE MORE THAN 140 PUBLISHED AND UNPUBLISHED WORKS CITED IN THIS BIBLIOGRAPHY WERE PRODUCED DURING THE 1960'S.THIS ARTICLE WAS PUBLISHED IN "IRO BULLETIN," VOLUME 1, NUMBER 4, SEPTEMBER 1965. (JL) Ir.% VLUI s PROJECT BEACON FERKAUF GRADUATE SCHOOL IRCD IIU OF EDUCATION YESHIVA UNIVERSITY A BI-MONTHLY PUBLICATION 55 Fifth Avenue New York, N. Y. 10003 FROM THE INFORMATION RETRIEVAL CENTER ON THE DISADVANTAGED VOLUME I, Number 4 1EPTEMBER 1965 ED011910.<-i''') QUALITY INTEGRATED EDUCATION RACIAL DESEGREGATION AND INTEGRATION..- ik IN OUR SCHOOLS 9 In a few communities in the North, the modifier "Quality" In our lead article Dr. Doxey A. Wilkerson, Associate has recently been added to the "Integrated Educatio Professor of Education, Yeshiva University has briefly demand of the civil rights movement. It reflects growl developed the relationship between the concern for ade- recognition that problems once thought specific to segr quate education for the disadvantr4ed and the civil rights gated minority-group schools, mainly Negro, tend to per movement's concern for "quality integrated education." even after desegregation has been achieved. They are pb This article first appeared in the F.G.S.E. Newsletter lems to which both our profession and the civil r' .hts Vol. V No. 1, September 1965. It is reprinted here because movement have given distorted emphasis. of its relevance for the focal point of this issue of the Prior to the 1961 decision of the U.S. District C urt in IRCD Bulletin. the New RochelleCARP. niihl crohnnl There is among educators and social planners in the United Statesconsiderable agreement relative to the U.S. DEPARTMENT OF HEALTH, EDUCATION &WELFARE inevitability of the achievement of some degree of official racial desegregation in the public schools of this country. OFFICE OF EDUCATION There are, however, varying degrees of commitment to the achievement of racial integration in all of these schools. There is probably even less consensus relative to how THIS DOCUMENT HAS BEEN REPRODUCED EXACTLYAS RECEIVED FROM THE either of these goals should be achieved. In addition, there POINTS OF VIEW OR OPINIONS is concern on the parts of some leaders of the school deseg- PERSON OR ORGANIZATION ORIGINATING IT. regation-integrationeffort that emphasis given to the STATED DO NOT NECESSARILY REPRESENT OFFICIALOFFICE OF EDUCATION special needs and conditions of the previously segregated POSITION OR POLICY. minority group children may tend to retard the desegrega- tion process. Among persons raising such concern.are also emphasis emerged.Public school authorities proposed those who argue that the special needs or differences in improvement of the segregated hools, whereas civil these learners, as compared to majority group children, are rights leaders demanded their eliination. mythical and the very concept that such differences exists, It probably was more than coiidental that professional they argue, are due to racist attitudes which to some degree concern over the "culturallyeprived child" arose to permeate much of our society.Unfortunately, social prominence just when the mov: ent for school integration practice and available research findings provide us with was burgeoning. Indeed,t initial reaction of school equivocal answers to this latter issue, with few good models authorities in several large stems was to offer all kinds by which future desegregation efforts may be designed, of immediate school improv ments- in physical facilities, and with little definitive knowledge by which planning for professional staff and extr "compensatory programs"- in the achievement of integration may be guided. lieu of desegregation. On was reminded of the last-minute Recognizing, however, that there are a number of com- efforts of many Southe n systems to forestall the 1954 munities which could benefit from the experiences of Supreme Court decis n through unprecedented steps others, limited as that experience may be, the staff of toward "equality" fore Negro separate school. the Information Retrieval Center on the Disadvantaged In any case, the development of special educational has prepared a section of the current bibliography with a programs for socia dthadvantaged children has recently view to identifying some reports and discussions of deseg- become a major eocupation of many Northern school regation efforts. A second and briefer section of the cur- systems, and al .sty' all of these new programs are in rent bibliography identifies articles which deal with legal segregated Negri schools. But desegregation of the schools decisions upon which school desegregation is based. The proceeds onlyaltingly, and its pace generally varies third and major section of the current bibliography has a directly withf strength and militancy of the civil rights broader focus and is directed to social planners as well movement. as to research workers in their problem area.In this section we have brought together discussions of the prob- Skeptical o ompensatory Educaticn lems, descriptive reports of special projects directed at primary or secondary aspects of desegregation or its Civil htS leaders tended initially to look with suspi- impact, reports of attempts at evaluation of programs and cion up the new programs of compensatory education. (Continued on page 2) They red, not without warrant, that such programs repre- :teed the Northern version of "separate but equal," "Desegregation of our schoolscan be achieved in a relatively the f ,liST of which was too well known. This skepticism short time once we decide to do it.Integration, on the other con es to persist in civil rights circles, along with the hand will take time because it involves changesin personal ap . assumption that desegregation will bring about attitudes, the unlearning of deep-seated prejudicesand the equal development of appreciation of andrespect for individual worth Thus, although the lines are not neatly drawn, two and dignity." fairly separate and distinct "camps"now contend in public James Allen, Annual letter to NYS teachers-1964 education for Negroes in the North.School authorities, (Continued on page 2) QUALITY INTEGRATED EDUCATION together with many university professionals,are calling for and harmful in desegregated more compensatory educational programs toimprove the schools. Fourth, large numbers of bothwhite and Negro teachers quality of Negro schools without changing thesegregated have been inadequately prepared-by structure whereas civil rights leaders their social experi- are demanding an end ences and their professional education-tocope effectively to segregated schools with little regard for what happens with the instructional problems afterward. Both camps avow equality of educational associated with desegre- oppor- gation. Even teachers withdemocratic and highly profes- tunity as their goal, but the one-sidedapproach of neither sional purposes-which probablymeans most teachers- can suffice to attain it, commonly lack the theoretical On the one hand, in a social structure which insights, social attitudes, gPneally and instructional skills whichare essential for integrating defines for Negroes a subordinate "place" in thecommunity, social-class and ethnic diversity school segregation - whether de facto in the classroom. There or de jure - is hostile is a general and pressing need for vital,large-scale pro- to the optimum development of Negro children.Racial grams of inservice education which are developed around discrimination and attendant white superiority attitudesare the specific problems of teaching in deeply enmeshed in our culture, and theyare almost desegregated schools. inevitably reinforced by separate Negro schools. Thus, those civil rights leaders whofocus attention Partly almost exclusively upon school desegregation,largely as a consequence, the expectations and performances of ignoring such problems and compensatory both professional staff and pupils in such schoolstend measures as are toward levels corresponding to the inferior here cited, tend likewise to negate theirasserted goal. status of Although the ideology of the civilrights movement makes a Negroes in the community.Besides, as much history valid distinction between "desegregation" attests, it is just too easy for administrativeand super- and "integra- visory officials to neglect the Negro separate tion," the demands for which the movementreally struggles school.
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