Focusing on the city of Atlanta from 1972 to 2012, Halting White Flight explores the neighborhood-based movement to halt white flight from the city’s public schools. While the current historiography traces the origins of modern conservatism to white families’ abandonment of the public schools and the city following court-ordered desegregation, this dissertation presents a different narrative of white flight. As thousands of white families fled the city for the suburbs and private schools, a small, core group of white mothers, who were southerners returning from college or more often migrants to the South, founded three organizations in the late seventies: the Northside Atlanta Parents for Public Schools, the Council of Intown Neighborhoods and Schools, and Atlanta Parents and Public Linked for Education. By linking their commitment to integration and vision of public education to the future economic growth and revitalization of the city’s neighborhoods, these mothers organized campaigns that transformed three generations’ understanding of race and community and developed an entirely new type of community activism.

Research on the current condition of education within the black community suggests that there are significant obstacles to the academic success of black children. Disparities between black student’s performance, when compared to others show that blacks fall behind other students on standardized test scores, rate of those college attendance and completing high school educations. An exploration of contemporary issues in black education and black student academic achievement will help clarify the scope of these problems and possible underlying causes. It is hypothesized that the challenges facing today’s black student’s academic achievement have their roots in the events that occurred during the desegregation process of the mid to late 1960’s. The educational history of the Sam Schwarz School in Hempstead, Texas will serve as a case study of how the desegregation process represented a collective trauma experienced by Hempstead’s black community. / text

Focusing on the city of Atlanta from 1972 to 2012, Halting White Flight explores the neighborhood-based movement to halt white flight from the city’s public schools. While the current historiography traces the origins of modern conservatism to white families’ abandonment of the public schools and the city following court-ordered desegregation, this dissertation presents a different narrative of white flight. As thousands of white families fled the city for the suburbs and private schools, a small, core group of white mothers, who were southerners returning from college or more often migrants to the South, founded three organizations in the late seventies: the Northside Atlanta Parents for Public Schools, the Council of Intown Neighborhoods and Schools, and Atlanta Parents and Public Linked for Education. By linking their commitment to integration and vision of public education to the future economic growth and revitalization of the city’s neighborhoods, these mothers organized campaigns that transformed three generations’ understanding of race and community and developed an entirely new type of community activism.

This study is aimed at identifying ways in which architecture can facilitate social cohesion and desegregation. The preindustrial vernacular, which has failed to adapt from apartheid ideologies, has been proposed to include social integration as opposed to the creation of segregated environments. This is achieved through the design of an urban waiting room and gateway at the threshold between Pretoria Station and the inner city of Pretoria. The investigation can be summarised as creating entopia, which translates to achievable space, focus on architecture of the every day, cater to real world needs of city users and address problems unique to place and setting - which in the context of Pretoria, includes the promotion of social integration. Copyright 2011, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Heinrich, O 2011, Entopia : creating an urban transition space, MArch(Prof) dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-11292011-162950 / > C12/4/38/gm / Dissertation (MArch(Prof))--University of Pretoria, 2011. / Architecture / unrestricted

This thesis is devoted to the problem of exclusion that Roma population is subject of in Czech republic. This exclusion is studied through "helping professions" - professional intervening actors that help Roma to overcome the exclusion. Results used in this text come from two ethnographic research projects realized between 2008-2013. The text contains mixed approach, inductive ethnographic, stemming from my extensive research data and deductive or theory-driven. Methodologically the research belongs to the broad area of qualitative approach to social research, especially cognitive anthropological, psychoanalytical and that of individual psychology. First theoretical part, using mainly concepts of cognitive anthropology and distibutive theory of culture is focused on the theoretical question of the concept of culture and how it can be used for the "Roma culture" concept in relationship with the question of "majority". The second part consists mainly of a reinterpretation of the question of exclusion and Roma culture from the point of view of the concept of distantiation and expands it into Frantz Fanon inspired theory of confrontation. Third part is predominatly empirical and ethnograpical and consists of an inquiry into cognitive models of the help from exclusion as observed in helping professions....

The primary purpose of this study was to analyze the recent racial desegregation trends in the school cityJ of Indianapolis, Indiana, particUlarly with respect to pupil personnel, teacher personnel, and school administration policies. Such an analysis would be incomplete, however, without a prefatory, updated history of events that made up "The Indianapolis Story II of desegregation in its public schools. A still third concern of this study was a survey of major legal developments pertaining to school desegregation procedures elsewhere in the nation. These developments have set the national climate in which trends might be further predicted and in which future Indianapolis school policies might be made.

This is a qualitative study of the perceptions of a purposeful sample of 27 individuals who were students, teachers, or administrators in North Carolina Negro high schools in the period from 1934 to 1966. I interviewed all of them personally or by telephone. All interviews were tape recorded, and the tapes were later transcribed by an individual who was familiar with the speech patterns of the interviewees. A commercial software program was used to help me identify any themes that emerged from the interviews. One main theme was that the conditions of buildings and equipment varied with the particular high school and the time period. Participants’ comments indicated that facilities were substandard because they were old, had not been maintained adequately, or lacked indoor plumbing. A second theme was that students said they had taken a wide range of courses in their senior years, including English, history, mathematics (algebra and trigonometry), science (biology, chemistry and physics), foreign languages (French and Spanish), home economics, and several secretarial or business courses. Responses were mixed about how well the students were prepared for employment, but several students said they were well prepared for college. A third theme was that former students indicated that their parents, teachers, and administrators had worked together effectively to offer supportive environments for students. The fourth theme was that, although the quality of education for black students in general had improved after desegregation began, in some cases desegregation had caused problems for academically talented black students who aspired to go to college. Some expressed the opinion that their teachers had cared more about them than is now the case. A fifth theme was that, although several of the former students said they favored maintaining desegregated public schools, some of them also expressed the hope that more schools attended by blacks would become neighborhood schools. It was the consensus that the federal government was the cause of desegregating Negro high schools altogether. There was a lack of consensus about whether the overall situation of black students had improved or worsened as a result of desegregation.

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This thesis examines the integration crisis that the City of Norfolk, Virginia underwent between 1954 and 1959 with an epilogue that carries Norfolk's desegregation story through to 1986. / Master of Arts

Lucy Addison High School was an all-Black high school located in Roanoke, Virginia. All-black high schools are defined in this study as high schools that were segregated by race and attended only by Black students. Lucy Addison operated as an all-Black high school from 1928 until 1970 in two different buildings. Roanoke's secondary schools were desegregated in 1963. Addison was integrated in the fall of 1970 and closed in 1973. The purpose of the study was twofold. The primary purpose was to document the experiences of the graduates of the classes of 1963-70 of Lucy Addison High School. The secondary purpose was to determine if the supports found in the research literature about all-Black high schools prior to desegregation were present in the Lucy Addison students' experiences during the years between desegregation and integration. The supports are (a) the importance of a spiritual foundation, (b) high expectations from school administrators and teachers, and (c) parent and community support. Six common themes emerged from the interviews with participants. They were: (a) the importance of a spiritual foundation, (b) high expectations from teachers and administrators, (c) parent and community support, (d) school leadership, (e) attitudes on segregation and integration, and (f) school pride. These themes helped answer the four research questions that guided the study. After conducting interviews with the graduates, their accounts confirmed that the supports identified in the literature regarding all-Black high schools were present in their school experiences. The importance of a spiritual foundation, high expectations from teachers and administrators, and parent and community support could easily be seen in the experiences of all 16 students who attended Lucy Addison High School from 1963-1970. Upon reflection on the study, the researcher made certain recommendations for further study. The recommendations for further study revolve around the continued documentation of experiences of Lucy Addison High School students, conducting a study of Lucy Addison High School as an integrated school from 1970 to 1973, and assessing the reason why Lucy Addison High School was allowed to stay open as an integrated high school. / Ed. D.