ERIC Number: ED075446
Record Type: RIE
Publication Date: 1972-Dec-8
Reference Count: N/A
Public Schools in Transition. . . One Student Body, Its Needs and Directions.
Rhodes, George R., Jr.
The emotionalism surrounding racial integration of schools has intensified resistance to the expansion of integration and perhaps altered the timetable for the complete integration of schools in America. The student, the subject of the controversy and the ultimate recipient of its outcome, is too often overlooked. The black student is thrust into a foreign environment as a test subject and is forced to question the value of the education he previously received. Too often black students who fail the difficult adjustments necessary in an integrated school are labeled disinterested or unable; teachers and administrators have a responsibility to make the adjustment as easy as possible for him. Their assumptions and reactions to first problems set the tone for the school. It is the principal's job to make the new students feel welcome and to see that the faculty also follows this policy. Principal and faculty should convince students to change their "wait and see" attitude to a more positive one. Disinterest differs from prejudice or active discrimination, and changing a disinterested attitude is a simpler task. It is the administrator's job to see that there is an exchange of ideas between himself and students; only in this way can he make the school truly integrated. All students can benefit from integration; becoming aware of and attempting to understand each other's differences and similarities can provide valuable lessons in psychology and add spice to life. (For related documents, see TM 002 522 and 524-525.) (KM)
Descriptors: Administrator Attitudes, Administrator Role, Attitude Change, Black Students, Desegregation Effects, Racial Discrimination, Racial Integration, School Desegregation, Social Bias, Speeches, Student Attitudes, Teacher Attitudes, Teacher Role
Not available separately; see TM 002 522
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at pre-session of Southeastern Invitational Conference on Measurement in Education (11th, Athens, Georgia, December 8, 1972)