Analyzes the economic and employment status of the Negro, Spanish-American, Oriental American and Indian minority groups, focusing on the general income and occupational status of urban minorities; age, region, education, marital status, and income differences between minority urban males; and, the economic status of urban females. (JM)

Focuses on two problem areas: first, technical problems relating to the data used in the study; and second, analytical problems relating to the interpretation of the results. (Author/JM)

The results of this study indicate that teachers more adequately understood the characteristics and needs of disadvantaged children, but that deeply held beliefs were probably not challenged nor permanently changed. (DM)

Deplores the great lack of understanding of minority and low income students by teachers and counselors; explains why there is lack of understanding, and suggests a possible solution. (DM)

Describes a group process designed to bring into consciousness negative attitudes about race. Groups, directed by trained professionals, have been a catalyst in reducing racial tensions. (DM)

Analyzes the efforts of the University of North Florida's Affirmative Action Plan up to 1972, and points out implications for future development. (DM)

Points out the elements necessary for a successful job training program, and subjectively considers long-term objectives. (DM)

Reviews issues in black English and concludes that diagnostic tools must incorporate the cultural characteristics of black English while coping with the phenomena of language learning. (DM)

Reports the results of a survey of a random sample of 250 Missouri high school American History teachers, 88 percent of whom responded to a questionnaire mailed to them. (JM)

Since student activities play a strategic role in fulfilling many of the goals of secondary education in the twentieth century, they should be given the same support given academic activities. (JM)

Proposes that a social accounting system be used both to describe the relative positions of minority groups in the U.S. and to indicate the direction of future social action and research. (JM)

Black students are overrepresented in classes for the mentally retarded and underrepresented in classes for the physically handicapped and gifted. Assessment of Black students should involve parents and teachers, should be multifactored and early, should employ culturally aware examiners who assess students' strengths and weaknesses, and should be…