ERIC Number: ED159236
Record Type: RIE
Publication Date: 1977
Reference Count: 0
Thoughts on Busing and Integration in the Seventies.
Ferns, Maryann H.; Bergsma, Harold M.
The political and emotional issues surrounding the busing of children for purposes of school integration have caused us to focus on the methods of desegegation rather than on the goal of equal and quality education. Busing to integrate began after the 1954 Brown decision. Since that time, unwilling school superintendents and administrators have avoided implementing the Brown mandate, in some cases by intentionally initiating disruptive or complex desegregation processes. In a few major cities, however, efforts have been made to accomplish a smooth transition. Even in these areas, the push to desegregate schools has caused problems for many people. School officials have lost their jobs for trying to integrate against the wishes of the community. Black students have been victims of hostility and teachers have been fired as a result of discriminatory attitudes and practices. The effects of desegregation on student psychological well-being and academic performance are still unproven. However, successful cases show that good politics, proper planning, cooperative school and community leadership, and an informed public can make school desegregation a positive experience. The final crucial factor is teacher attitudes. These combined objectives may be achieved through workshops on human relations, cultural awareness and the development of curricula appropriate to integrated schools. The goal of equal education for all is still attainable if we can direct our attention to critical areas besides busing that will help us to achieve that goal. (GC)
Descriptors: Administrator Role, Bus Transportation, Busing, Community Role, Desegregation Effects, Desegregation Litigation, Educational Planning, Elementary Secondary Education, Equal Education, Leadership, Negative Attitudes, Racial Relations, School Desegregation, Superintendents, Teacher Attitudes, Teacher Role
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A