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This study examines the relations of white Baptists with racial and ethnic minorities in Texas from the beginning of organized Baptist work in Texas in the mid-nineteenth century, through the United States Supreme Court decision in the Brown v. Topeka case in 1954, Emphasizing the role of attitudes in forming actions, it examines the ideas of various leaders of the chief Baptist bodies in Texas: the artist General Convention of Texas, the Baptist Missionary Association of Texas and the American Baptist Convention. The minorities included in the work are the Negroes, the Mexican-Americans, non-Anglo-Saxon Europeans, American Indians, Orientals, and Jews. Several factors tend to justify a study of this subject. First, there is the prominence of race relations in the nation which has aroused interest in the effect which race relations have had upon affairs in Texas, Second, the widespread changes which have taken place in Texas during, the last two decades suggest the feasibility of a study of that phenomenon, and the fact that many consider the race problem to be a moral and religious issue indicates the relevance of the churches' relationships to these changes. As the largest religious denomination in the state, the Baptists offer a viable subject for study. Finally, since to date no study specifically relating to the Baptists of Texas and their role in race relations in the state has been made, it is felt that such a study will contribute to an understanding of the situation. The scope of this study, in point of time, extends from about 1850 to the early 1960's, in order to consider the reactions of Texas Baptists to the Brown decision of the United States Supreme Court. From the standpoint of subject, the study has been limited to leaders of the Baptist denomination. Their statements on the race issue as well as actions which may or may not have supported their statements have been studied,

The purpose of this study was to determine the influence of the school board/superintendent relationship on academic achievement in one Texas school district that serves high-poverty, majority-minority students. Previous studies identified successful school systems with school boards and superintendents who functioned as a true leadership team. However, previous research focused on school board/superintendent relationship and politics, not student achievement. This case study examined the dynamics of the school board/superintendent relationship and how the dynamics of that relationship influenced the academic achievement of its high-poverty students who were also the majority-minority. The methodology was an intrinsic and qualitative case study which used the constructive perspective and the researcher as the primary instrument for gathering data (Stake, 1988; Patton, 2002). Qualitative data was collected using a loosely structured focus group, individual interviews, and an examination of district documents and records. The research suggests that the dynamics of the school board/superintendent relationship tend to be centered on politics and political power. Politics and political power are impacted by the changing majority/minority composition of the school board, which may lead to instability in the superintendent’s relationship with the board. The research also corroborates previous studies in which effective communication, trust, collaboration, support, and a constant focus on student achievement are the essential building blocks of an effective school board/superintendent relationship. Further, the research supports many other studies which found that the campus principal’s focus on was the catalyst for improved student achievement. Even though educators believe and support the notion that collaborative leadership between the school board and the superintendent is key to the attainment of high academic achievement, this study found there was no apparent effect of the school board/superintendent relationship on the academic achievement of its students. This research has practical implications which may be useful to superintendents and school boards as they face the daily challenges and responsibilities of managing and improving academic achievement. / text

The purpose of the present study was to determine if differences exist between selected groups of male and female Anglo-American and Latin-American students with respect to scholastic aptitude as measured by the American College Test, temperament traits as measured by the Guilford-Zimmerman Temperament Survey, and beliefs in traditional values as measured by the Inventory of Beliefs.

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The purpose of the investigation was to determine if participant attitudes toward recreation program elements varied significantly according to racial origin of the individual. The subjects were adults involved in structured and unstructured recreation programs at six community recreation centers operated by the Dallas Recreation Department. The chi-square test was used to determine significance of the difference among participant attitudes. The results of the investigation revealed a statistically significant difference among the three racial groups with regard to their attitudes toward various program elements. Conclusions were that participants from these three racial groups appear to be more different than alike in their attitude toward recreation programming.