(1976). Guide to Black Politics 1976, Part II: The Republican National Convention, Kansas City, Missouri, August 16-19, 1976. This guide was designed to assist black delegates attending the 1976 Republican National Convention. The guide is divided into four main parts. The first part contains information on convention procedures, convention committees, and various aspects of black participation in politics. The second and third parts include the names of delegates to the convention. These two parts also contain a general review of black voter behavior during the primaries; a historical review of black attendance at party conventions; a section on black women and black youth in politics; and a commentary on black voter potential. Part four includes some information on the Joint Center for Political Studies. The appendix contains information on the black voting age population in cities over 50,000 with 20% or more black population; congressional districts with 20% or more black population; the black vote in selected congressional and gubernatorial races of 1974; black elected officials in the United States…
(1979). Oklahomans and the Law: A Resource Book for Teachers. This background material on laws and the legal system is designed for teachers of citizenship courses at the secondary level. Fifteen topics in the form of questions and answers are discussed by practicing lawyers. Topics include consumer law, criminal law, drugs and alcohol, employment law, juvenile and family courts, landlord and tenant law, and property law. Legal aid, the public defender system, court appointed lawyers, the right to inspection of school records and preservation of their privacy, small claims courts, and wills are also examined. In addition, specific discussion of the courts, environmental law, and insurance law in Oklahoma are included. The appendix provides brief reviews of Oklahoma court decisions pertaining to the juvenile code and of juvenile delinquency and the "unholy alliance." This alliance refers to a mandate by the state legislature that requires the Department of Institutions, Social and Rehabilitative Services to enter into a contract with…
(1979). Educating All Handicapped Children. The 15 papers in this collection are based on a conference held in Annapolis, Maryland, in 1976, focusing on the reality of mainstreaming and the need for an increased knowledge base about the issues and concerns related to instructional technology in the implementation of the provisions of Public Law 94-142, the new Education for All Handicapped Children Act. Collectively, these papers, which blend the technology of instruction with many other facets of the educational process, make a case for believing that an appropriate education is one which uses the best of educational technology as part and parcel of its curriculum. Individual papers were authored by Burton Blatt, Clarence R. Calder, Jr., Barbara D. Bateman, Robert A. Weisgerber, Fred H. Wood, David Helms, Anna L. Hyer, Donald P. Ely, Patricia H. Gillespie, P. Kenneth Komoski, Diane Dormant, Sivasailam Thiagarajan, William H. Allen and Kay E. Goldberg, Thomas C. Lovitt, and Alan M. Hofmeister. (Author/RAO)…
(1978). Florida's Commitment to Equal Access and Equal Opportunity in Public Higher Education. The "Amended Criteria Specifying the Ingredients of Acceptable Plans to Desegregate State Systems Of Public Higher Education" and documents created by the State of Florida in response to it are consolidated under this cover. The three documents generated to devise and implement a program of equal education are: (1) "Florida's Commitment to Equal Access and Equal Opportunity in Public Higher Education" including an outline of goals and timetables; (2) "The State Equal Access–Equal Opportunity Plan for the Florida Public Community College System" including implementation guidelines and projections; and (3) "The State University System Revised Plan for Equalizing Educational Opportunity in Public Higher Education in Florida" including specific commitments and actions to increase black student enrollment, in support of student goals, and in support of employment goals. (WI)… [PDF]
(1977). Ethnicity, Race and Human Development; A Report on the State of Our Knowledge. Issues and knowledge gaps related to race in a pluralistic society were identified and recommendations for further social science research were made by over 200 social science specialists in a 1973 study. Conference presentations, discussions, and interviews are synthesized in this report, focusing on American society, cultural factors in human development, group identity, mass culture and media, as well as social science research. Highlighted are two primary needs related to the establishment of harmonious group relations in American society. One basic need is for a heightened awareness of the concept of human dignity. Cultural factors shape cognition, perception, values and expression, characteristics that are inherent in self-image and personal dignity. A more humanistic and realistic approach in research would give due attention to the role of ethnic culture in human development. The other fundamental need is to maintain a balance between ethnic diversity and societal unity….
(1967). THE AGONY OF THE INNER CITY, WHAT CAN CONTINUING EDUCATION DO. THE REPORT OF A PANEL PROGRAM BY THE COUNCIL ON EXTENSION AT THE EIGHTY-FIRST NATIONAL CONFERENCE OF THE NATIONAL ASSOCIATION OF STATE UNIVERSITIES AND LAND-GRANT COLLEGES IN NOVEMBER, 1967, FEATURED URBAN AND UNIVERSITY LEADERS REPRESENTING DETROIT, MILWAUKEE, NEWARK, AND WATTS. THE FIRST ADDRESS COMPARED THE PLIGHT OF AMERICAN INNER CITY NEGRO GHETTOS WITH THAT OF EASTERN EUROPEAN JEWRY. THE SECOND DESCRIBED UNIVERSITY OF WISCONSIN EXTENSION EFFORTS TO PROMOTE EMPLOYMENT, BETTER HOUSING, CONSUMER EDUCATION, HEALTH, EDUCATION, AND IMPROVED RACE RELATIONS AND HUMAN RELATIONS IN THE MILWAUKEE INNER CITY. THE THIRD, WHICH CITED RUTGERS UNIVERSITY EXTENSION PROGRAMS, URGED BROADER UNIVERSITY EXTENSION PROGRAMS OF TRAINING AND EDUCATION. THE LAST ADDRESS SURVEYED THE INADEQUATELY MET SOCIAL AND ECONOMIC NEEDS OF THE WATTS AREA, AND RECENT UCLA INTERRACIAL DISCUSSION PROGRAMS AND SIMILAR EXTENSION EFFORTS AIMED AT MEETING THESE NEEDS. (THE DOCUMENT INCLUDES CHAPTER REFERENCES.) THIS… [PDF]
(1978). Questions and Answers about Writing a Lau Compliance Plan. The Lau v. Nichols decision and its implications for school districts are explained in this question and answer format paper. Lau compliance plans are described in full. The number of students necessary for development of a plan or program, what a Lau plan should include, and appropriate program types are detailed. (MK)…
(1979). Landmark Court Cases Affecting School Governance. Volume II. Resource Guide. During the late sixties and early seventies, school-related court decisions increased. The purpose of this publication is to present significant information for school board members and other interested people concerning selected landmark decisions in which the United States Supreme Court has rendered opinions on school issues. Many of these cases have established legal principles which may serve as guidelines for other potential litigation. For each case, the publication presents the citation, the facts of the case, the holding, and the basis for the decision. The cases selected concern segregation, aid to nonpublic schools, students' rights, corporal punishment, separation of church and state, liability, educational malpractice, bilingual education, equal educational opportunities, teachers' rights, school salaries, emotionally handicapped children's rights, maternity leave policies, and reverse discrimination. (Author/JM)…
(1978). Task Force Report on Affirmative Action. Issues raised by affirmative action are explored and a legislative agenda for reform is offered. Part One of the report examines affirmative action in practice and includes discussions of the Bakke case and affirmative action in the federal government. Part Two considers the legal aspect of affirmative action and reverse discrimination, and Part Three discusses the question of what can be done–short of more discrimination–to assist the minority community in gaining more economic and social benefits from society. In Part Four, several pieces of legislation are recommended, including the "Model Legislation" put together by the Task Force. (BD)…
(1978). The National Endowments for the Arts and the Humanities…And Equal Opportunity for Women. The document examines federal regulation of educational programs and activities receiving federal financial assistance. Specifically, the booklet explores discrimination against women by the National Endowment for the Arts (NEA) and the National Endowment for the Humanities (NEH). The document is presented in seven chapters. Chapter I discusses the relationship between Title IX of the Education Amendments of 1972 and the NEH and NEA. Chapter II presents background information on the endowments and identifies problem areas in endowment policies toward women. Chapters III and IV provide more detailed information on goals, activities, and programs of the NEH and NEA and present figures on fellowship programs and recipients for each agency since 1971. Chapter V offers conclusions and recommendations. Conclusions are that the NEH and NEA should regulate participation in endowment programs and activities, grant funds only to institutions which comply with equal employment opportunity…
(1975). Racial Consciousness, Activism and Socialization: Black Youth. Professional Paper No. 4. The primary objective of this research is to explore whether black student activism can be presumed to indicate a relative lack of socialization among activists. Contrary to the popular belief which argues that widespread challenges to established authority and dominant groups should be seen as an index of social disorganization among the disadvantaged, the theory presented argues that sustained periods of collective activity such as demonstrations are indicators of intense socialization and organization building. The research was conducted in a large all-black public Chicago high school. The strategy was to select an array of school organizations and attempt to interview each available member. Two race-focused organizations, the Afro-American History Club (AAH) and a group termed the Militant organization, were the primary focus of the study. Through interviews, the author sought to specify how the social environment and activities of students in the two groups differ from that of… [PDF]
(1975). Focus on Law: Newsletter of the Center for Law-Related Education, Volume 2, Number 1 [And] Number 2. Two newsletters are combined as one document. The first presents classroom strategies for both elementary and secondary students in a lesson entitled \Toward a Study of Policy.\ Methods suggested for developing the lesson include provocative questions, open-ended statements, student polls, pictures, films, posters, and use of police officers as resource persons. A news section describes five courses offered by the center in the fall on teaching about the law and criminal justice system, reports on the Third Annual Summer Institute, and describes the Law Resource Personnel Program offered by the center to Cincinnati-Hamilton County teachers and administrators. The remainder of the issue is devoted to a discussion of recent Supreme Court decisions and a plan for teachers to follow in using a Supreme Court decision in the classroom. The second describes the center's five spring courses and presents classroom strategies related to the teaching of law-related topics prepared by fall…
(1976). Complying with Title IX: Implementing Institutional Self-Evaluation. The materials contained in this handbook provide one framework for organizing a self-evaluation under Title IX. Local education agencies will need to review and adapt these materials for effective use in the context of particular situations and needs. Separate chapters are presented on: access to general courses; access to physical education courses; access to vocational education courses; counseling; treatment of students; student marital or parental status; athletics; financial assistance; employment; and planning, conducting, and reporting an institutional self-evaluation. (LBH)… [PDF]
(1973). A Woman is Not Just a Female. The intent of this paper is to illustrate that within the feminist movement there are sub groups that have to be examined if the movement is to be successful. With the heightened consciousness of women across the nation and the increased competition for the scarce number of well-paying, meaningful jobs, it is important that minorities understand not only each other, but also the scope and implications of the feminist movement. Sexism has been of secondary importance to ethnic minority women because of the overshadowing effects of the racist behavior they have been forced to endure. A woman is not just seen as a female in the labor market, but is perceived as part of a specific racial group. If unemployment rates for Black teenagers are examined separately, it is apparent that this group is even more severely disadvantaged than minority teenagers as a whole. If individual income is examined, it is found that minority women are at the bottom of the ladder. Such examples illustrate… [PDF]
(1975). Tests and Employment Discrimination. In March of 1971, the Supreme Court of the United States ruled that "if an employment practice which operates to exclude Negroes cannot be shown to be related to job performance, the practice is prohibited." Although the decided case concerned discrimination on the basis of race, the act also bars discrimination because of religion, sex, or national origin. The instant case was brought as a class action by black employees of a North Carolina plant of the privately owned Duke Power Company. Some four months after this Supreme Court decision, a Federal District Court issued an injunction halting the use in the New York City school system of certain examinations as a basis for appointment to supervisory or administrative posts. This court, although noting "Griggs vs. Duke Power Company", based its ruling on constitutional grounds. At the time the suit was instituted, obtaining a permanent supervisory position required not only meeting State certification… [PDF]