School Desegregation

1. Front Matter

   Pages i-viii

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2. Introduction

   • Harold B. Gerard, Norman Miller

   Pages 1-8

3. The Study

   • Harold B. Gerard

   Pages 9-24

4. The Historical Setting

   • Irving G. Hendrick

   Pages 25-51

5. The Overall Research Design and Some Methodical Considerations

   • David Redfearn, Harold B. Gerard

   Pages 53-68

6. Achievement

   • Harry Singer, Harold B. Gerard, David Redfearn

   Pages 69-87

7. IQ

   • Norman Miller, Merle Linda Zabrack

   Pages 89-120

8. Effects of Desegregation on Achievement-Relevant Motivation

   • Lois Biener, Harold B. Gerard

   Pages 121-150

9. The School Experience and Adjustment

   • Jacqueline D. Goodchilds, James A. Green, Tora Kay Bikson

   Pages 151-166

10. Personality Traits and Adjustment

    • Duane Green, Norman Miller, Desy S. Gerard

    Pages 167-192

11. Speech Anxiety and Linguistic Changes

    • Tora Kay Bikson, Harold B. Gerard, Michel Thelia, Erhan Yasar

    Pages 193-209

12. Social Contact in the Desegregated Classroom

    • Harold B. Gerard, Terrence D. Jackson, Edward S. Conolley

    Pages 211-241

13. Teacher Influences in the Desegregated Classroom

    • Eugene B. Johnson, Harold B. Gerard, Norman Miller

    Pages 243-259

14. Family Characteristics, Attitudes, and Values

    • Vivian Tong Nagy

    Pages 261-275

15. Summary and Conclusions

    • Norman Miller

    Pages 277-304

16. Back Matter

    Pages 305-315

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HAROLD B. GERARD AND NORMAN MILLER In the fall of 1965, when the school board of the Riverside Unified School District made its momentous decision to desegregate the ele­ mentary schools in Riverside, both of us were faculty members in the psychology department on the Riverside campus of the University of California. The riots in Watts had occurred the previous August and the shock waves were being felt around the cou~try. Although the black population of Riverside at the time was only 6% or 7%, people were ap­ prehensive. A story appeared in the local paper, The Rzverside Press Enterprzse, about several Blacks who were watching the burning and looting in Watts on TV. One of them, excited by what he saw, ex­ claimed, "Man-let's burn here, too. " The others in the bar were more level-headed and fortunately dissuaded him from following his impulse. Barely two weeks later, however, someone set fire to one of the build­ ings of Lowell School, in the eastside ghetto area. Nothing was left of the building but a charred shell. People in Riverside, of all ethnic groups, were generally edgy in the face of a seemingly volatile situation. Agitation by minority parents for improved education for their children seemed to be reinforced by the general unrest.

• District
• children
• education
• minority
• psychology
• school
• university

• University of California, Los Angeles, USA

  Harold B. Gerard

• University of Southern California, USA

  Norman Miller

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