Three conclusions are supported in this study of racial violence in public schools: (1) the causes are rooted in the community as well as the schools; (2) the most direct factor is the extent to which the school system is racially desegregated; and (3) the data support riot theories which stress their parapolitical character. (Author/RLV)

Discusses the politics and economics of black music. Asks the question, "Since our culture has become big business, and it (black music) is a commodity, why is it that we do not control it and make the profit so we can use that profit for our own benefit? How can the black community become involved in the situation?" (Author/JM)

Provides a sociological discourse on how black Americans have related to higher education and educational opportunities during the past two hundred years. (Author)

Notes that the Afro-Americans' struggle for equality during the second century has been waged on many fronts: education, jobs, housing, public accommodations, voting rights, and human dignity, among others. (Author)

Examines curriculum issues in social work education in relationship to the concepts of ethnicity, minority groups, racism, and institutional racism and discusses social policy and the implementation of change in social work practice and education in relation to the current reality of the profession and the society. (Editor/JT)

Discusses a survey conducted in 1974 to determine students' perceptions of themselves and their academic environments, with the purpose of refuting 'deficit' theories of low performance of blacks in schools, arguing that the school system is encouraging black students to develop unrealistic academic self concepts, which act as barriers to reaching…

Logical inconsistencies in Americans' views of Blacks - a commitment to equality and freedom while simultaneously espousing group superiority themes - are traced back to the attitudes which the Puritans of Massachusetts Bay held toward the American Indians during a century of sustained cultural conflict (EH).

Discusses white society's reaction to the 1954 Brown decision and cites gradualism, delay, hate, fear, and distrust as the intervening problems in the creation of equal education in an integrated society. (Author/DW)

An account of the involvement of black women in the struggle against racism and oppression which traces the history of their resistance and their unique position in the class struggle. Since the liberation of women cannot be separated from the liberation of society in general, current attempts at women's liberation movements are unsuccessful…

Stressing the trend towards increasing concentration of the black population in urban ghettos, the author discusses the policies of "benign neglect" and "law and order" and advocates the development in Afro-Americans of maximum unity and social cohesion rooted in a consciousness of common purpose. (Author/JM)

Examines assertions that the self-concepts of Afro-Americans are deterministic and fatalistic, focusing upon the Afro-American woman, drawing extensively upon the notions of symbolic interaction; and assesses the role of white American society in the self-conceptions of black women. (Author/JM)

Presents a black male's viewpoint on the woman's movement and agrees with Bobby Seale's statement: "In the Panther household everyone sweeps the floor, everybody makes the bed, and everybody makes a revolution, because real manhood depends on the subjugation of no one." (Author/SF)

The study reported here demonstrates institutional racism in the staffing procedures of the Buffalo public school system during the period 1956-63; the proportion of temporary, inexperienced and male teachers appointed to segregated black vs. segregated white schools was determined. (Author/JM)