Literaturnachweis - Detailanzeige
| Autor/in | McCloud, Paul I. |
|---|---|
| Institution | Tulsa Public Schools, OK. |
| Titel | Neither Black nor White: A Progress Report on Integration in the Tulsa Public Schools. |
| Quelle | (1974), (14 Seiten) |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Desegregation Effects; Desegregation Litigation; Desegregation Methods; Desegregation Plans; Elementary Secondary Education; Faculty Integration; Integration Readiness; Minority Groups; Public Schools; Racial Integration; Reports; School Desegregation; Social Adjustment; Stress Variables; Oklahoma |
| Abstract | Progress toward the integration of the Tulsa Public Schools has not been without some inconvenience and much patient work, but progress has been made as demonstrated by the jump from one all-black and three all-white high schools in 1954 to ten integrated high schools in 1974. Pupil integration efforts prior to 1970 were limited to boundary changes and transfer policies. Despite good intentions and public support for these measures, they were largely ineffective in bringing about substantial integration. Majority to minority transfers were few, and the district began to experience some white flight from the attendance areas of integrated schools. Stronger measures to implement desegregation were found in a junior and senior high school desegregation plan which also allowed for the creation of a Metro Learning Center as a desegregated magnet program. Efforts to facilitate the adjustment of all parties concerned to the new socioeducational experience presented by integration were initiated by the school system; these include a consultative center, a human relations department, and the assignment of adjustment counselor to nine newly desegregated junior high schools. In addition, there were curriculum projects designed primarily for minority students, and a comprehensive program of multiethnic studies. (Author/AM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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