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,

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RELATED TO PUPIL CHARACTERISTICS OR PUPIL FUNCTIONING UNDER DESEGREGATION CONDITIONS.THE MORE THAN 140 PUBLISHED AND UNPUBLISHED WORKS CITED IN THIS BIBLIOGRAPHY WERE PRODUCED DURING THE 1960'S.THIS ARTICLE WAS PUBLISHED IN "IRO BULLETIN," VOLUME 1, NUMBER 4, SEPTEMBER 1965.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. tend toward a one-sided emphasis. Rarelydo they include Negate Goals the measures necessary to transformthe administrative arrangements of desegregation into theeducational pro- cesses of integration. Thus, those educators who now encourage the develop- The democratic goal for which bothour profession and ment of compensatory programs in segregatedNegro the civil rights movement should strive schools, largely ignoring the need for desegregation, is equality of edu- tend cational opportunity in integrated schoolswhich function thereby to negate their asserted goals. This appliesnot on a high level of quality. only to most public school administrators, whoare caught Its attainment, admittedly in the crossfire of community pressures, but also difficult, will require both desegregationand compensatory to many education, together. They may not properlybe viewed as university professors, whose approach to thequestion is alternative; only their synthesis presumably more objective.The dictum of the Supreme can suffice. Court that "separate educational facilities One should like to relyupon our professionfor primary are inherently leadership toward this goal, but pastperformance and unequal" is profoundly true. political realities caution against doing On the other hand, as recent experiencedemonstrates, so.As in the merely to enroll white and Negro pupils in initial-stage struggle for desegregation,the main thrust common schools toward the next stage of true integrationwill probably have by no means constitutes an adequate approachto equality. to come through pressure by the civil Many problems remain to be solved, onlya few of which rights Movement; and can here be cited. it is only now beginning to appreciatethe urgency of both First, the academic achievement of large desegregation and compensatory education. numbers-not Thus, those few sectors of the civilrights movement all-of the Negro children in recently desegregatedschools which have already adopted the comprehensive is substantially below that of their fellow-pupils.Whether demand of this discrepancy results from their depressed "Quality Integrated Education"are of special significance. social-class They represent an emerging trendwhich one day must be- backgrounds or from substandardprograms in their come dominant. formerly segregated schools, or both, the need forspecial D. A.W. remedial instruction to helpovercome their handicaps is patent. RACIAL DESEGREGATION ANDINTEGRATION Second,current practices in ability-grouping often IN OUR SCHOOLS (Continued from page 1) result in high-achieving classes whichare all-white or a few studies related to pupil characteristicsor pupil nearly so, and low-achieving classes whichare quite, or functioning. allNegro. Such segregated classes in desegregated The bibliography includes much ofthe more important schools cannot but nourish racial prejudiceamong white work available on the subject ofracial desegregation and children, and thwart wholesome ego developmentamong integration in education in the U.S.A,Obviously this body Negro children. Considering the failure ofmany scores of of research and descriptivematerials has many limitations. investigations to confirm the assumed benefits of ability- The limitations are particularly grouping for learners of any race, a re-evaluation and acute in view of the very complicated social and educational problemsinvolved in the revision of this practice has longbeen in order.Now, with desegregation-integration process.There are, however, the coming of school desegregation,it is especially ur- gent. some leads for practice and further research whichcan be drawn from the data and experience accumulated.In the Third, as many studies have shown,a pervasive, white- summary statement which follows, Dr. Irwin Katz, Director middle-class bias is characteristic of the readers,text- of the N.Y.U. Research Center for HumanRelations, dis- books, and other instructional materials usedin our public schools. cusses the current status of desegregation research.Dr. Such materials, always antithetical to education Katz identifies some promising leadsfor action and for democratic Society, are perhapseven more incongruous important research needs.

"To change from a segregated to an integrated school requiresa great deal more than simply changing policy or making a change in school assignments,or even certain changes in the composition of the classroom. It involves personalcrises for many of the people caughtup in it, and teachers themselves may be resistant to giving their full support, not because theyare biased-although they may very well be. It may be they are resistant simply because they feel grossly incompetentto deal with a situation which they never had before, and for which they have had no training." Wilson Record, Portland State College, Department of , Portland, Oregon,from the Proceedings of the Research Conference School Desegregation, '...shiva Uni.-1965. STATUS OF RESEARCH ON SCHOOLDESEGREGATION

Despite the obvious need for sound concepts and reliableof school systems has often been accompanied bya general information to deal with problems relating to school upgrading of the entire educational enterprise,as in the desegregation, this area has been relatively neglected by District of Columbia and Louisville,In instances where social scientists. Consequently, beliefs about how best to transferred Negro children fail to adjust academically their implement desegregation, and about its effects, tend to rest difficulties are usually attributable to the low quality of more on ideology and folklore than on objective data. the sending schools and enormous differences in the Regarding local resistance to integration, research is economic backgrounds of white and Negro pupils. A few needed on (a) the causes of violence and its control, and studies have found that white teachers. tend to have negative (b) community power structures. There is a considerable stereotypes of Negro students. These attitudesare revealed body of evidence from studies of schools, housing, industry, to the minority group children, and havean adverse effect unions, and the armed forces that a policy of swift transi- on their scholastic achievement.Further research is tion to total desegration, vigorously enforced, minimizes needed, not only to discover in greater detail the social all types of overt resistance to the change, while weak attitudes of teachers, but to examine the specificways in gradualism tends to encourage resistance. Violence is most which such attitudes have an impactupon the Negro child. likely to erupt when local law-enforcement authorities Two important aspects of the teacher's behaviorare, first, adopt an ambiguous or openly anti-integrationist position. her role as a dispenser of rewards and punishments through Although these points are now well-established, little is yet expressions of approval and disapproval, and secondly, her known about the role of power elites and of local political role as a prestigeful model, whoseresponses to minority alliances in desegregation policy decisions. Investigators pupils will be imitatedby the white children. That rejection of community power structures have usually not focused by white peers has harmful emotional effectsupon Negro their attention upon educational issues. Nonetheless, it is children is well known from studies of biracialsummer clear that power elites tend to be made up of businessmen camps, and token-desegregated schools and colleges in the and industrialists, who are often able to influence both South.High anxiety, whether due to social rejection and official action and mass behavior, and moreover, aresus- isolation or to strong fear of failure, impairs performance ceptible to arguments that point up the economic advantages on complex cognitive tasks. On the otherhand, research of school integration. findings suggest that acceptanceby white peers and adults Survey data on the alleged "white backlash" show it to can have remarkably favorable effectsupon the academic be largely a journalistic fiction.Both in the North and behavior of minority students,especially when they per- South the trend since 1954 has been toward greater accept- ceive that conscientious effortis likely to culminate in ance by white parents of racially mixed classes, even up to success. 50:50 ratios.Periodic checks on the attitudes of various Little of value is presently known about how to train elements in the population would make possible the pin- teachers to be more sensitive to the needs of minority pointing of sources of resistance to desegregation and children. Inservice training in human relations' skills, underlying reasons for the resistance. Much of the psycho- though widely practiced in northern urban school systems, logical research on the dynamics of attitude change has has not been properly evaluated with respect to its direct relevance to desegregation. effectivenessinchanging behavior in the classroom. Demographic studies reveal population trends that have Another problem that requires investigation is that of the far-reaching implications for the problem of de- facto educational consequence of the racial segregationor segregation.The urbanization and migration.of Negroes integration of faculty members. out of the South has continued at a high rate since World Finally, it is desirable to study the various devices that War II, producing massive enclaves, or ghettoes, in the have been proposed for implementing desegregation, such central areas of virtually all major cities of the nation. as busing, the pairing of schools, redistricting, educational Housing segregation in these cities r mains strikingly parks, and so on. Very little is known as yet about their high, due primarily to discrimination i .;,lier than Negro relative usefulness in various settings. One may hope that preference or economic disaoility.1 rends in housing a major breakthrough in our understanding of desegregation segregation, and the effectiveness of te ethniques for its issues will be accomplished by extensive analysis of the control, have direct relevance to the school situation. large body of data from the national assessment of educa- The bulk of available evidence, most of it scientifically tional opportunity that is now being conducted for the inadequate, supports the view that. desegregation is not United States Office of Education, in accordance with the detrimental to scholastic standards. Indeed, the integration Civil Rights Act of 1964. I.K. PI

"lithink social ecology and human development research would leadus to expect that long after educational opportunity has been equal- ized, the dominant social groups, in this instance the whitemiddle-class, will maintain an edgeon the reward structure. Are we capable of research that would show how to package coping skillsin such a way that they could be supplied to youngsters whoare going to have un- equal advantages long after the school situations have been equalized?"

Robert Dentler, Associate Director, NY Center for UrbanEducation; from the Proceedings of the Research Conferenceon School Desegregation, Yeshiva Uni.-1965. 'BIBLIOGRAPHY Desegregation and Integration: A SelectedBibliography I. Desegregation Plans Baltimore City Public Schools, "Equality of Educational 0,..portunitiesA ProgressReport for the Baltimore City Public Schools," March 1964. Barry, Franklin S., and Jerome Beker, "Current Progress Report and Proposed Extensionof a Study of Integration in Racially Unbalanced Urban Public Schools,"Syracuse Public Schools and Syracuse University Center, February 1965. Youth Development

*Bickel, Alexander, "The Decade of SchoolDesegregation--1954-1964, Progress and Prospects," 60:193-229, 1964. Columbia Law Review, Cohen, Arthur M., "Phased Integration in Miami,". Integrated Education, 2:38-43, December1964-Januery 1965. Cohodes, Aaron and David Salten, "How School Districts are Desegregated-- Patiently in Charlotte (North Carolina); by Decree in New Rochelle (New York),"Nation's Schools, 73:41-47, February 1964. Coons, John, "Planning School Integration,"New City, August 1964. Dalton, Elizabeth L., and Benjamin Carmichael,"Peaceful Desegregation in Chattanooga," 392, May 1964. Phi Delta Kappan, 45:388- *Dentler, Robert A., Some Current Schemes for School Integration: An Evaluationand a Proposal. New York: Insti- tute of Urban Studies, Teachers College,, October 1964. Detroit Board of Education, "BoardAction and Staff Commentaries on the Recommendations Submitted in March,1962 by the City Advisory Committeeon Equal Educational Opportunities," June 1962. Freudenthal, Daniel K., "How BerkeleyCame to Grip' with DeFacto Segregation," cember 1964. Phi Delta Kappan, 46:184188,De-

Glazer, Nathan, "School IntegrationPolicies in Northern Cities," Journal 1964. of American Institute of Planners,August

Goldberg, Herman, "The Rochester PublicSchools, Report Card in Racial Imbalance," New York, June 4, 1964. City School District, Rochester,

Gottlieb, David, "School Integrationand Absorption of Newcomers," Nov. 1965. Integrated Education, III, 4/5: 69-75,Aug. -

Greenburgh School District #8, WarburgCampus, "A Compendium of Documents dale, New York. on Greenburgh School District #8," Harts- Greenburgh, New York, "Observing a Princeton Plan in Operation,"EQUAL Newsletter, June 1964. Hansen, Carl F., Addendum: A Five Year Reporton Desegregation in the Washington, Defamation League, 1960. D.C., Schools. New York: Anti-

Hauser, Philip, "Report to theBoard of Education, City March 1964. of Chicago," Advisory Panelon Integration of Public Schools, Hickey, Philip, "Replies to 136 Statements, Accusationsand Criticisms of Desegregation St. Louis Board of Educationand School Administration," Policies and Practices of May 1963. St. Louis Public Schools,Instructional'Department, Johnson, Theron, "Neighborhood Schools or Integrated Schools,"Paper presented at Annual Association of Intergroup Relations Conference of National Officers. Cleveland, Ohio. Bureau of Intergroup Relations, State Department of Education,November, 1963. California Kiernan, Owen B., "BecauseIt Is Right-Educationally," Report of the Advisory Committeeon Racial Imbalance and Education, StateBoard of Education, April 1965. Kimbrough, Ralph B., politicalPower and Education Decision-Making. Chicago: Rand-McNally, 1964. Levine, N., and H. Maslow, Program for Integrating New YorkCity Schools. American Jewish Congress, 1964. New York: Metropolitan Councilfor

Lewis, Ada, Elizabeth Greenfieldand Robert Williams, "Report of the Special Committeeon Non-discrimination of the Board of Education of Philadelphia,Pennsylvania," July 23, 1964. Malmborg, Eleanor D., "RecentSchool Board Action Related to DeFacto Segregation of Pupilsand Integration of Em- ployed Personnel," NEA ResearchMemo, Washington, D.C., April 1964. Mauch, J.E., "Education Park." American School Board Journal,150: 9-11, March 1965. Miehalak, Joseph, "Plans forIntegration in New York City July 1964. Schools," American School BoardJournal, 149:25-27,

New Haven Public Schools,"Proposals for Promoting Equality lem of Racial Imbalance," of Educational Opportunities andDealing with the Prob- New Haven: Board 3f Education,July 1964. New York City Board of Education, The Educational Park in New YorkCity. New York: The Board, April 1965. Pettigrew, Thomas F., "School Desegregation," Consultants Papers, The White 21, 1965, Vol. II, Washington, House Conference on Education,July 20- D.C., Government PrintingOffice, 1965. Riles, Wilson C., "School BoardApproaches to DeFacto Segregation,"California Intergroup Relations, California Elementary Administration,Bureau of State Department of Education,February 1963. Rogers, David and Bert Swanson, "White Citizens Responseto the Same Integration Plan: Districts in a Northern City," Comparisons of Local School Sociological Inquiry, 35:107-122,Winter 1965. Salten, David G., "Total SchoolIntegration in New Rochelle, New York," Nation's Schools,73:44-45, February 1964. St. Louis, Missouri, Board of Education, "Organizationof the School Day in Schools Bus," St. Louis: The Board,March 20, 1962. Receiving Pupils Transported by Shedd, Mark R., "Problems inNorthern Suburbs," Harvard Graduate Winter 1964. School of Education AssociationBulletin, 9:9-12, Swanson, Bert E., and Clare Montgomery," White CitizensResponse to the 'Open Enrollment cation, 2:44-48, August-September,1964. Program'," Integrated Edu- Tacoma, Washington Public Schools, "Review ofa Report from the Subcommittee to study Development Council, March 23,1965. DeFacto Segregation," School Taeuber, Karl E. and Alan F. Taeuber, "The Changing Characterof Negro Migration," American 70:429-441, Jan. 1965. Journal of Sociology,

Taeuber, Karl E. and AlanF.Taeuber, Negroes in Cities, Aldine, 1965. Residential Segregation andNeighborhood Change: Chicago:

Tillman, James A., Segregationand the Minneapolis Public and Reversal. School: An Overview withRecommendations for Its Arrest Minneapolis: Greater Minneapolis:Interfaith Fair Housing neapolis, Minnesota, 1963. Program, 1645 Hennepin Avenue,Min-

Tyson, Cyril, "Open Enrollment:An Assessment," Journal of Educational Sociology, 35:93-96,October, 1961. *Washington Urban League, "integration and Washington'sPublic Schools," June 23, 1964. Williams, Robin andMargaret Rejan (eds.), "The Gradual perience in Desegregation, Approach: Cincinnati," Schoolsin Transition, Community Ex- University of North CarolinaPress, 1955. Voorhees, James D., "Report and Recommendations to theBoard of Education, School Denver, Colorado, 1964. District #1, Denver, Colorado," Wolff, Max, "A Plan for Desegregation," Integrated Education,2:43-48, February 1964. Wolff, Max, "A Study of Racial and Ethnic Imbalance inPaterson Public Schools, The Prepared for Board of Education, Facts and Proposals for Remedy," Paterson, New Jersey, November,1963. Wolff, Max, "A Study of Racial Imbalance in Plainfield PublicSchools, The Facts, Effects Education, Plainfield. NewJersey, July 1962. and Remedies," Board of Wolff, Max, "Toward Integrationof Northern Schools," Journal of Educational Sociology,36:241-296, February 1963.

II. School Desegregation: Some Recent Legal Decisions *"The Balaban Decision:Pro and Con," Integrated Education, 2:45-49, December1964-January 1965. Blaustein, Albert P., andClarence C. Ferguson, Jr., House, 1962. Desegregation and the Law. 2ndEdition. New York: Random

Fellman, David, The SupremeCourt and Education. New York: Columbia University,1961. *Fiss, Owen M., "RacialImbalance in the Public Schools," Harvard Law Review,78, #3, January 1965. *Kaplan, John,"Segregation Litigation and the Schools-Part I:The New Rochelle Experience," Law Review, 58, #1, March- Apri11963. Kaplan, John, "Segregation Litigation and the Schools-Part II: The General Northern versity Law Review, 58, #2,May-June 1963. Problem," Northwestern Uni- Kaplan, John, "Segregation Litigation and the Schools- Part III: The Gary Litigation," Northwestern Review, 59, #2, May-June1964. University Law Pfeffer, Leo, "The Courts and DeFactoSegregation," Parts I and II, Commission on Law and SocialAction Reports, American Jewish Congress, February1, 1964 and March 15, 1964. *Puryear, Pacel, "Equity Powerand the School Desegregation 1963. Cases," Harvard EducationalReview, 33:421-438, Fall Sweeney, George C., "The Springfield Ruling," Integrated Education,3:44-47, April-May 1965. United States District Court,Eastern District of New York, January 4, 1964. "Blocker, et. al. vs. ManhassetBoard of Education,"

III. General Issueson School Desegregation

Armstrong, C.P., and A.J. Gregor,"Integrated Schools and Negro Character Development: SomeConsiderations of the Possible Effects," Psychiatry27:69-72, February 1964. *Ausubel, David and Pearl, "EgoDevelopment Among Segregated Depressed Areas. Negro Children," In A. HarryPassow (ed.) Education in New York: Teachers College,Columbia University, 1963. *Berlin, I.N., "Desegregation Creates Problems Too,"Saturday Review, 46:66-67,June 15, 1963. Bernard, Viola W., "SchoolDesegregation: Some Psychiatric Implications," Psychiatry, 21:149-158,1958. Blanton, Harry S., The Relationof Behavioral Patterns of Desegregation. Selected Superintendents to theProcess of Public School Ph.D. dissertation,'Universityof Tennessee, 1959. Dissertation Abstracts, 20:1237-1238,1959 Blumer, Herbert, "Social Science and the DesegregationProcess," The Annals, March 1956. Board of Education of the City of New York, HowThe Curriculum Can Promote ference, January 22, 1964. Integration, 16th Annual CurriculumCon-

Bradley, Gladyce H., "FriendshipAmong Students in Desegregated ter 1964. Schools," Journal of NegroEducation, 34:90-92, Win- Bragg, Emma W., "Changes and Challenges in the 60's,"Journal of Negro Education, cation of the Integration 32:25-34, Winter, 1963. (Impli- of Negro Pupils in the PublicSchools). Clark, Dennis (issue ed.),"Desegregation: An Appraisal of the Evidence," Journal of SocialIssues, 9:#4, 1953. Clark, Kenneth B., and L.Plotkin, The Negro Student at Integrated Colleges. New York: National Scholarship vice and Fund for Negro Students,1963. Ser- Clift, Virgil A., "Appropriate Goals and Plans for the Future," Negro Education in America. New York: Harper, 1962, 'pp. 287-308.

*Culeb, R., The Desegregation of Southern Schools: A Psychiatric Study.New York: Anti-Defamation League, 1963. Commission on Civil Rights, Conference Before the U.S. Commission on Civil Rights. Fourth Annual Educational Con- ference on Problems of Segregation and Desegregation of Public Schools. Washington: U.S. Government Print- ing Office, May 1962.

Conference Before the United States Commission on Civil Rights, "Third Annual Conferenceon Problems of Schools in Transition from the Educators Viewpoint," Williamsburg, Virginia, 1961. (Discussion of programs to alleviate the handicaps of those Who have been segregated in public schools-- now in integrated school). "Correcting the Racial Imbalance of the Classroom," The PTA Magazine, 59:51-55,.December, 1964.

Crockett, Harry J:, "A Study of Some Factors Affecting the Decision of Negro High School Studentsto Enroll in Pre- viously All-white High Schools, St. Louis, 1955," Social Forces,35:351-356. May 1957. Dodson, Dan, Statement read at Conference before the United States Commissionon Civil Rights: Fourth Annual Edu- cation Conference on Problems of Segregation and Integration of Public Schools. Washington, D.C.: United States Commission on Civil Rights, 1962, pp. 137-141.

Dresden, Katherine, "Problems of Desegregation and Integration Confronting the Administrator," inNegro Education in America, Virgil Clift, (ed.), New York: Harper and Brothers, 1962,pp. 251-272. Educational Policies Commission, Education and the Disadvantaged American. Washington: National Educational Asso- ciation, 1962. Elkstrom, Ruth B., "Experimental Studies in Homogeneous Groupings: A Critical Review," School Review, 69:216-226, Summer 1964.

Fischer, John H., "Educational Problems of Segregation and Desegregation," in A.H. Passow, Educationin Deressed Areas. New York: Teachers College, Columbia University Bureau of Publications, 1964.

Gibel, Inge Lederer, "How Not to Integrate the Schools," Harpers Magazine, 227:57-60, 65-66, November1963. *Giles, H. Harry, The Integrated Classroom. New York: Basic Books, 1959.

Grambs, Jean, "Understanding Intergroup Relations," No. 21 of What.Research Says to the Teacher, Washington,D.C.: National Education Association, June 1960. Grambs, Jean D., A Guide to School Integration. New York: Public Affairs Committee, 1957, (short summary of prob- lems and methods). Gregory, Francis A., Carl F. Hansen and Irene C. Hypos, "From Desegregation to Integration in Education," Journal of Intergroup Relations, 4:55-72, Winter 1962-1963.

*Group for Advancement of Psychiatry. Psychiatric Aspects of School Desegregation.New York: GAP, 1957. *Hansen, Carl F., "The Scholastic Performances of Negro and White Pupils in the Integrated Public Schoolsof the District of Columbia," Harvard Educational Review, Summer 1960.

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*Our center can furnish abstracts of those items marked,withan asterisk (100 per page for duplicating costs).