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This monograph examines race relations in higher education. Specifically, the focus is on black faculty in racially mixed colleges and universities, and how they get along with fellow faculty and students. The findings are based on a national survey of black professors and a comparison group of whites, and are presented in 6 chapters under 3 headings. The first 3 chapters present a multivariate approach to race relations. The next 2 chapters deal with anthropological perspectives of social relations, and the final chapter examines the psychological dimensions of the problem. The monograph presents findings, primarily in tabular form, with a minimum of interpretation. The raw data is made available so that it can be used as a resource for scholars to interpret in light of their own experiences, understandings, and needs. (Author/HS)

This paper uses an anthropological framework to examine the social interactions of black faculty in predominantly white colleges and universities with their white and black colleagues. Joking, formal, and avoidance relations are examined among a regional sample of professors, with particular emphasis on Black Studies faculty. (Author)

As a result of status dilemma and lack of respect from teachers, administrators, and others, the career of the Bay City public school custodian is generally characterized by horizontal mobility. Infrequently, custodians will adjust to this situation by "training" teachers or avoiding them, although they usually bid for or transfer to schools which they feel will provide satisfactory staff and community relations. Another response to status inconsistency is political activity, wherein Bay City custodians campaign for politicians in exchange for some measure of control over their working conditions and their lives in general. This monograph examines the backgrounds of the custodians and their required job skills. Both a literature review and a sociological model are used to structure a series of in-depth interviews of custodians in a city of average size. (Author/AG)

What are the relative effects of self-interest and altruistic motives on teacher acceptance of educational innovation after the effects of the following classes of variables have been taken into account: personal attributes, characteristics of the school system, characteristics of the school, career patterns, and psychological predispositions? Using a method of partial and multiple correlation, it was found that the willingness of 240 elementary school teachers to devote time and effort to the implementation of 15 new programs is more strongly related to self-interest than to altruism. The findings do not fit the model of professionalization proposed by Flexner. In addition, it was found that Miller's inventory of change-proneness is unreliable and multidimensional and appears to lack content validity. (Author)

Patterns of joking, formality, and avoidance were found to be functionally important in allowing black and white professors in predominantly white, non-Southern universities and colleges to deal with intergroup problems of prejudice and status dilemma. (EH)

A shorter version of this paper was presented at AERA in 1970. (SB)

Second part of an article which appeared in the January 1972 issue of Urban Education," volume 6, number 4. (RJ)

The study surveyed black professors, those associated with black studies and black faculty generally, and comparison groups of whites to determine any differences among them. Results are presented in terms of 1) primary activities, 2) careers, 3) backgrounds, and 4) orientations of black and white faculty by participation in Black Studies Programs. (Author/BY)

Two additional factors, self-interest and altruistic motives, are the major determinants of acceptance of innovations. (Author)

Study of barriers to the employment of blacks in predominantly white, non-southern institutions''; results of questionnaire are presented in statistical tables. (Author/SP)

Reports a study of both the willingness of black professors in predominantly white colleges and universities to teach in black colleges and to encourage others to attend these schools, and the experiences of the respondents in black colleges. (Author/JM)

The demands of black students for black staff, black student organizations, and the study of African languages are signs of separation that trouble not only many white faculty but also blacks who think of themselves as liberals. This paper examines the attitudes of black faculty in white colleges toward student demands. (DM)

Reports research on the meaning and use of racial labels, particularly among black and white intellectuals. (TO)