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Despite the turbulence of the late sixties, attitudes of white Americans towards desegregation continued to change almost as though nothing was happening. Even though there is some evidence in the National Opinion Research Center data of a negative reaction to black militancy, this negative reaction has not impeded the increase in proportion of the American population willing to endorse pro-integration attitudes. The integration of transportation is virtually no longer an issue in the United States. However, integration of schools is still very much an issue, even though now in the North more than eight out of every 10 respondents endorse school integration. Since 1956, the proportion of Southern whites accepting school integration increased by 32 percentage points so that now almost half of Southern whites are in favor of it, and almost three-quarters of the total national population believe in integrated schools. There is no evidence of greater opposition to integration on the part of the white ethnic. However, those "threatened" by blacks with respect to competition for housing and jobs do show a lower level of support for integration. If the extent to which Americans are now somewhat more likely to say that Negroes should not push where they are not wanted is a measure of negative response to black militancy, such a response is fairly evenly distributed in the Northern American population. (Author/JM)

If blacks are to have any hope of success in producing favorable social and political change, they must be extremely wary of having too narrow a focus. Blacks cannot waste time in the search for ideological purity, closing out those who happen not to agree on every detail of a specific program. Blacks, together with the other oppressed groups of society, must recognize that the agenda is no less comprehensive than life itself. Education is the focus of this essay, but clearly there are myriad relationships between educational issues and those which are usually considered beyond the scope of a paper on education. Faced with the failure of the public schools and the concommitant continual hostility, insensitivity, or apathy, many blacks have decided that retreat and surrender or individualistic effort are the only courses open. Equal opportunity in education will not become a reality overnight--even if funding increases drastically, even if the busing question is equitably resolved, even if teacher training is improved, even if admission to college is guaranteed to all who wish to apply. Suffice it to say there is work to be done and work enough for everyone who seeks to forward the twin causes of quality and equality. [Parts of this document will not be clearly legible on reproduction due to the print quality of the original.] (Author/JM)

This course of study was written as part of a total effort to revise curriculum to fit the quinmester administrative organization of Miami schools. The major intent is to provide a broad framework of goals and objectives, content, teaching strategies, class activities, and materials all related to a prescribed course of study. The guide is divided into: (1) a broad goals section, which provides descriptive and goal-oriented information for the teacher; (2) a content outline, which illustrates, in general terms, the scope and major subdivisions of the course; (3) objectives and learning activities, which provide a total picture of the main idea and specific behavioral objectives for a set of given learning activities; and, (4) materials section, which presents guide lists resources in four categories: essential textual or other material; alternate classroom materials to use in place of or in addition to the aforementioned; supplementary teacher resources; and, supplementary student resources. (Author/SB)

All over America today Human Resources Development (HRD) Departments and/or Agencies are emerging. HRD is an adult and continuing educational process designed to help alleviate some of the adult problems of today with the hope that the future will be more rewarding for all. Today, changes in social and technological conditions are proceeding at such a rapid pace that everyday skills as those involved in child-rearing, food preparation, transportation, health maintenance, and leisure time activities are constantly being modified. The increasing necessity for a mobile population coincident with concentrated living in cities requires adults to learn new patterns, values, and new ways of achieving personal identity repeatedly within a single life-time. Therefore, there is a new emphasis to educate adults as well as children. However, HRD Departments must be not only concerned with recruiting and training adults to function at present, but must address themselves to problems of the future, such as rural America, the universities, and the poor semi- or unskilled, semi- or illiterate poor people, and minority groups. (Author/SB)

In this paper, the author offers a rationale for Black Studies programs for the reader's consideration, attempts to resolve the question, "Black History for what?" and illustrates how Black History can be taught as an integral part of a modern social studies curriculum which is spiral, conceptual, and interdisciplinary, and which emphasizes decision-making and social action skills. Black History should help students develop the ability to make reflective decisions so that they can resolve personal problems and shape public policy by participating in intelligent social action; the goal of Black History should be to help students become effective change agents. (Author/SB)

At a very young age, a black child acquires a conceptualization or idea of race and the implications that such a conceptualization has for his "survival" and not quality of existence. While contemporary movements are geared toward offsetting some of the consequences, e.g., black self-determination, black power, and black control, blacks, in general, are still faced with the dilemma of identity (personality) development within a society dominated by the institutionalized norms and values of the "intellectual colonizer." Current educational systems, in order to be relevant, must be geared toward: (1) a consciousness which demonstrates concern for quality versus quantity; (2) a consciousness which places emphasis on human outcomes versus inputs; and, (3) a consciousness which deemphasizes product outputs. In addition, Black Studies can be instituted to meet the specific needs of a black society. Educational outcomes for the future should be geared toward facilitation of individual capacity for decision-making in the presence of substantive options. (Author/SB)

The purpose of this study was to survey the large primarily white universities concerning freshmen entering in the fall of 1971 in order to note trends and changes in enrollment and admissions predictors. Sample population included black, American Indian, and Spanish Surname students. Returns were received from 99 percent of the admissions officers at institutions surveyed. Three year trends which have emerged indicate that black freshmen enrollment has leveled off to 4 percent in 1970 and 1971, after a rise from 3 percent in 1969. Despite the apparent intentions of many colleges and universities, fewer blacks are entering college. This study was intended: (1) to examine the amount of social change in our society as reflected by the number of blacks and other minority students entering primarily white universities as freshmen; and (2) to determine what universities are actually employing in selecting black and other minority students in order to shed light on the relationship between research and practice. (Authors/SB)

Racial attitudes were an issue in the 1972 Mississippi gubernatorial campaign between Charles Evers and William Waller. This conclusion is supported by test evidence consisting of content analysis of candidate speeches, news coverage of speeches in the form of direct quotations, printed issue position papers, and printed campaign advertising. A biracial group of college students was tested for connotations and denotations within sample prose works to form control data from which contrasts to Evers' and Waller's writings were drawn. Evers' rhetoric did not ignore this racial element found in the campaign; Waller's did. (CH)

An exploratory study was conducted to determine attitudes and/or semantic structures toward college related (Professors, Name of Institution, Afro-American Courses) and personal (Black Students, White Students, Me-Myself) stimuli within and between 2 dissimilar, all male, high-risk, Afro-American College groups at 2 institutions (Temple University, N=16; Glassboro State College, N=23). Osgood's semantic differential technique was applied to both groups. Findings suggest that there was a great deal of commonality between the 2 groups in terms of their attitudes toward the stimuli. There was no significant institutional or dimensional main effects, but stimuli main effect reached significance. Post Hoc tests were used to look at differences. Black pride and identification were the strongest stimuli. (Author)

This pamphlet contains quoted viewpoints of minority group members, and aims to bring the philosophy of revolutionary Marxist-Humanism into a direct dialectical relationship with the movement for liberation which is coming from minorities, women, colonial peoples, and the working masses. [One article in this pamphlet, "Los Chicanos" is in Spanish.] (DM)

Much of the research conducted within the black community served primarily to promote the interests and personal gain of the researchers rather than the community. Consequently, the research proved more harmful than helpful, thereby providing no visible or appreciable payoff or benefits to the black community. Moreover, the perspectives of the white researchers were misguided and misfocused. Instead of defining a psychology of the black community and how it has managed to survive in this oppressive society, they focused almost exclusively on the pathology of the ghetto and made intensive and extensive analysis of the victims of the system. Bold strategies must be developed for bringing about an immediate and full cessation to the rape, exploitation, and plunder in the black community by insensitive mercenaries who called themselves researchers. Black professionals and black people must maintain a constant vigil in order to prevent the continuation of the sacking and pillaging so rampant in the black community. An example of such a strategy is a community control group established in Boston in 1970 by the Boston Black United Front. [This document is reproduced from the best available copy.] (Author/JM)

There is a great interest within the naval services in books on various aspects of the black experience in America. The great surge of intellectual energy directed to black history has caused the reprinting of a high percentage of the older books which had been out of print and unobtainable. The range of reading levels being satisfied is wide, with many recent books written for junior high and young adult readers. At the risk of oversimplifying and limiting a truly complicated historical process, a possible approach to local selection is to think in terms of two parallel lines of thought and development which run throughout. One line holds that black Americans are an integral part of the whole society and that the vital process has been and continues to be the further integration of blacks with that society. The other line holds that the black man in America has never been and can never be an integral, fully functioning member of American society and that the answer is to withdraw to some given extent and by some process. A balanced collection will contain books representing both points of view. This bibliography is being provided only as a partial guide to and through a difficult and often controversial area of publication. (Author)

This book contains 23 addresses delivered by Harold Howe, II, during two of his years as United States Commissioner on Education. The speeches contain recurrent theses, but each address is unique in its emphasis and development. Howe's basic theme is the urgent necessity to provide true equality of educational opportunity for all children. Individually and collectively, the speeches furnish new insights into critical issues and invoke increased concern and an effort to approach more nearly our great aspirations for American education. In discussions of school desegregation, the education of disadvantaged children, and the plight of the ghettoes, Howe emphasizes justice and the welfare of the nation. On such subjects as early childhood education, individualized instruction, work experience for adolescents, the education of teachers, the limitations of scholastic aptitude tests, educational technology, and the values of humanistic education, Howe expresses continuing concern for the fullest development of the individual and the opening of doors for all children. He is sharply critical of unimaginative and insensitive school programs that set frustrating limits on the aspirations and achievements of human beings. (Author/JF)

This paper is an overview of different goals and strategies relevant to the economic development of poor minority groups in the United States. The logical structures of world views, goals, and the resultant strategic choices which underlie various programs are described. In subsequent sections, issues of strategy and tactics are further analyzed. The paper contains no new data or other information, but rather is an attempt to develop a framework within which both research and action on minority economic development can be done more effectively. (Author)

This is a collection of articles, excerpts, poems, essays, and short stories dealing with the increasingly militant and aggressive posture now being assumed by certain segments of the Black community. It attempts to reflect, for the teacher and student, the direction in which great masses of Black Americans are currently moving. The initial chapter, Some Historical Considerations, attempts to compare the Black Revolution today with certain aspects of the American Revolution. Chapter two, Black Power, discusses various interpretations of this concept. Chapters three and four are concerned with the economic and political implications of Black Power. Chapter five, Brothers, discusses the legacy of Malcolm X and closes with statements concerning other alternatives open to Black America. Expression, chapter six, contains several poems and a discussion of the national controversy over the proper name for Americans of African descent, Negro vs. Afro-American vs. Black. The collection is designed to clarify the specific teaching episode prepared for grade 9 during the 1968-69 school year by the Task Force and will serve as a beginning in contemporary race relations. (Author/SBE)

Demographic information, attitudes toward family planning and family planning agencies, fears of race genocide, and degree of race consciousness were elicited, by interviews, from a random sample of residents within several black communities of an urban area. A significant, positive relationship was found between race consciousness and the number of children desired, but not between race consciousness and agreement with the notion of family size limitation for black people generally. Moreover, reported use of birth control did not relate to race consciousness. Finally, race consciousness was not found to relate to endorsement of any of a series of statements concerning race genocide. An interpretive discussion indicates, among other things, the probable complex origins of race genocide fears. (Author/TL)

Paralleling the growing use of the black community as a sociological laboratory, a movement for self-determination by blacks has been gaining momentum. Self determination is here defined as the power of black people to decide what should be researched in their community, why, and by whom, and the desire for it has grown because researchers generally: 1) use a common (middle class) frame of reference; 2) lack knowledge and consideration of the historical parameters that affect those researched; and, 3) fail to use obtained data for the betterment of the subjects. Much research is conducted in the black community that has no other function than to promote the social and economic interests of the researcher. The tradition of scientific racism, which began during the time of slavery to justify the status and treatment of blacks, is still being used to support erroneous assumptions about black people. The exploitation of blacks by white researchers can be diminished in several ways: 1) include blacks in the formulation and execution of research projects; 2) make the practical application of research results an integral part of research design; 3) compel researchers to inform the population of research results in understandable terms; and, 4) require white researchers to acquaint themselves with the black culture before attempting to conduct research. (JLB)

An analysis of the participation of Southern black college students in the civil rights movement is presented. Data analyses are carried out to determine possible relationships between varying patterns of relative deprivation (as measured by Cantril's Self-Anchoring Striving Scale) and passive, active or combative types of participation. The findings show that not all patterns of relative deprivation are associated with participation. For example, aspirational deprivation (defined as a gap between achievement and ideal life situation) is associated with participation only when defined in group terms, while progressive deprivation (defined as the perception of substantial past progress but little or no future progress) is not associated with any of the participation indices. The strongest relationship between participation and the various patterns of relative deprivation occurs with the combative index. It is concluded that, because many factors must be considered in analyzing mass movements (e.g., extent of participation), a typology of activities should be constructed. (Author/TL)

Administrator understanding of the implications of black separatism requires recognizing that black students have an emerging sense of self-worth and a belief that there is no opportunity for them to achieve success within the system. To deal effectively with student demands for separatism, administrators must understand the full meaning of their behavior and rigorously analyze each situation on the basis of the best interests of students involved. (Author/MLF)

During an interview (Playboy magazine, April, 1971), actor John Wayne expressed certain educational theories and attitudes concerning American minority groups. His outlook is an authentic summary of the intellectual convictions of the vast majority of white Americans today. This "psychology of whiteness" is the academic explanation for the concept of racism. Scholars have historically amassed data which supported the concept of racial inequality. The black community has developed a massive disenchantment with integration, and has begun to move toward the "politics of blackness," which is not racist but affirms the right to survive. The racist term "disadvantaged" should be replaced by the term "disequalized" which more accurately reflects the condition of oppressed minority groups. There are other educational and psychological concepts which are equally demeaning and inaccurate, including many concepts in intelligence testing. Educational accountability will help to change some of the present educational criteria. Psychological research must also be redirected for improved contributions to human progress. (Author/DM)

This is the report of a 1970 followup (to a similar one conducted in 1968) study, the purposes of which were to: (1) determine whether or how the attitudes of Kansas City respondents resembled or differed from attitudes of black youth in other parts of the United States, and (2) determine whether or how much change had occurred in the attitudes of Kansas City youth in a two-year period. Despite problems, data was collected in five cities in various parts of the United States. Major generalizations of the study included the following: (1) attitudes of black youth were relatively uniform from city to city; (2) respondents tended to have little contact with whites but tended to reject separatism & violence; (3) youth in larger cities with larger ghettoes tended to be more fatalistic and alienated; and, (4) widespread support exists for the NAACP, the Black Panthers, and active local organizations. (Author/DM)

The purpose of this study is to analyze data collected from a predominantly black senior high school in Kansas City, Missouri, on what the concept of Black Power means to black students. The difference of attitudes according to social class and peer groups is investigated. Results collected from a questionnaire show that students in this sample believed Black Power has something to do with pride, power to control one's life, and equal opportunities and rights. However, a very small percentage of students were able to define the concept in terms of achievable goals. (JW)

Black Arts Literature--of which the New Black Poetry is the most important manifestation--emerged during the past decade as the appropriate artistic counterthrust to Black Power. Rhetoric and shouting aside, this new thrust was, on a very basic level, simply a call to black folks to redefine Blackness and re-evaluate the Black Experience. For the writer, this reassessment has culminated in a redefinition of the role of the artist and a new perspective on what constitutes Art. Black art must of necessity be functional and relevant to the lives and daily struggles of black people. The creator of Black Arts Literature envisions himself as a Necromancer, a skillful manipulator of the Art of Black Magic, whose job it is to "heal" Black folks through the evocative power of Art, and transform their suffering into constructive political action. In representing the masses, the new Art will be expressive of the uniqueness of Afro-American culture. Hence the quest among Black Arts writers for a style rooted in this cultural sensibility, a style that is emerging as an identifiable Black Aesthetic. Nowhere is this Aesthetic more strikingly revealed in the language of the New Black Poetry, for in creating this new linguistic form, the poets are not only tapping the reservoir of the Black Cultural Universe but doing so in the Black Idiom. Poetic genre strike at the heart of the Black Cultural Sensibility: it is only through oral delivery that the audience can fully appreciate the artistic import and meaning the New Black Poetry. This, then, is the "Power of the Rap." (Author/JM)

In contrast to those Sociologists who have in the past identified with and accepted the ruling class notion of Integration and have proceeded to develop elaborate models of race relations cycles, pluralism or other assimilationist and functionalist models to support this basic assumption, the author argues that Sociologists should instead attempt to develop dynamic models (e.g. based on the Dialectics) to show why some form of black Separation is inevitable and the form that it can take as well as the processes which are leading to this. In trying to locate blacks in the American social and political structure politicians, scholars and laymen alike have used the concept of "Integration" and "Separation" to designate polar points on a continuum which relates blacks to the American social structure. These two terms are elevated to "ideals" in the United States because the best majority of blacks are suspended on the margins of both possibilities. The predominant and recurring fact is neither integration or separation, but a state of limbo, of marginality. The Sociology of Black Separation should therefore be concerned with basically three facts: the white denial of integration, the condition of black marginality, and the ensuing imperative of black separation. (Author/JM)

Despite the fact that the television industry has made some progress away from its totally white orientation, the industry as a whole still has a long way to go before it can be said to afford fair treatment to blacks. More blacks must gain access to the centers of power--such as the Federal Communications Commission--from which change emanates, and the networks must provide greatly improved opportunities for minority employment in responsible positions. Secondly, television, through its entertainment programing and its function as a new medium, must present a more accurate picture of grassroots black America in order to help blacks build better self-images and to provide whites with a better understanding of blacks. Finally, Congress must begin to use its power, particularly through the authorization of funds for public television, in ways which will encourage attention to the needs and accomplishments of black Americans. (LB)

To advance towards a science of human behavior there must be well-defined constructs. This aspect of theory building tends to be neglected in the research conducted and services provided with respect to Afro-American and other people of color. Consequently, there has been so little relevant social science. In recent times large numbers of Afro-Americans have engaged in self-directed shifts in personal social behavior. These changes in role behavior have been indicative of the search for an authentic identity. This direction begins with the political choice which supports the psychological freedom of self-determination to define what has been, is and will be for Afro-Americans as a people. Until this approach is embedded in the attitudes and assumptions of scholars no other scientific evidence will exist to show this denunciation of traditional behavioral sets as a major personality change. Personality differentiation is important along specific anthropomorphic lines that accommodate patterns of growth which develop out of coping and defending. The anthropological boundary of personality development has significance in its stimulation and support of certain self-reliant life styles. Modal activity or role behavior becomes important as self-expressions of social adaptation which transforms perceptions into goal directed behavior. Personality studies on ethnics of color become more than impulse release and affection or the constant reach for refinements in deficity modeling. Instead, assumptions about behavior can be put more neatly in terms of variations structured by the para-culture and by the entire society. (Author/JM)

The handbook contains an annotated bibliography of print and non-print materials concerning the black American's contributions to the United States, past and present. The materials, which are available in the Afro-American Resource Center of the Ohio Public Schools, can be integrated into the regular curriculum at the kindergarten level through grade three. Some items cited were published in the 70's, but most date from the 60's. The handbook is divided into the following units: 1) All About Me; 2) You Count, Too; 3) One Big World; 4) Where You Live Makes a Difference; 5) Gifted and Black; 6) To Speak and Read; 7) Music, Arts, and Crafts; 8) Health, Safety, and Economics; and 9) Teacher Reference. A brief introduction is provided for each unit. The resource materials are then grouped by type and include films, filmstrips, posters and study prints, books, records, and periodicals. Within each group materials are listed alphabetically by title. Each annotation gives a complete physical description, a brief synopsis of content, and grade level. The lyrics to three black songs are included in the appendix. (RM)

The annotated bibliography cites over 500 audio-visual materials in the Afro-American Resource Center of the Toledo Public Schools. Black history and culture are emphasized, although some of the materials treat other ethnic and minority groups. Some items cited were published in the 70's, but most date from the 60's. The publication is divided into sections, which group the audio-visuals by type of material, and include: 1) motion pictures; 2) filmstrips; 3) records; 4) cassettes; 5) games; 6) maps; 7) slides; 8) study kits; 9) transparencies; 10) visuals. Within each section, materials are listed alphabetically by title. Each annotation gives the classification number, a complete physical description, a brief synopsis of content, and grade level. Using the same format, the supplement lists materials not included in the original audio-visual bibliography. The supplement also contains a subject index, divided into twenty-seven subject areas. Within each individual subject area, materials are grouped by type and then listed alphabetically by title. Individual titles are followed by grade level and page number where the complete description of the material may be found. (Author/RM)

This report evaluates a questionnaire submitted to 529 economically disadvantaged black high school students in Kansas City, Missouri. The questionnaire was designed to assess attitudes in the following areas: value placed on education and its importance for one's future; interracial relationships, the Black Power movement, and violence; interest and participation in the civil rights movement; and, conditions in local neighborhoods and communities. Although the majority did not condone violence as a means of social protest, the sampling indicated a widespread dissatisfaction, distrust, and bitterness among the high school students. The overriding demand was for a greater share in "opportunities and rewards, rights and privileges." (KG)