Thesis advisor: Geoffrey Sanzenbacher / Racial housing discrimination in the United States has created systemic segregation which precludes black Americans from living in the well-resourced suburbs of their white counterparts. Certain housing policies such as inclusionary zoning (IZ), a policy that offers real estate developers incentives in exchange for the creation of affordable housing, seek to counteract these injustices. Research on inclusionary zoning thus far has proven the policy’s effectiveness in providing low-income groups access to high-performing schools in low-poverty neighborhoods, increasing children’s academic and long-term economic outcomes. However, sparse research exists which examines if inclusionary zoning provides access to low-poverty settings specifically for black Americans, a goal that should be a priority for housing policies intended to make communities inclusive. Using data on inclusionary zoning policies from the Lincoln Institute and IPUMS NHGIS decennial census data, this study employs a difference in difference regression to analyze the changes in racial and socioeconomic composition of 420 jurisdictions across the United States as a result of their implementation of an IZ policy. This paper finds that while the effects on a jurisdiction’s socioeconomic makeup are minimal, the implementation of an inclusionary zoning policy does significantly increase the percentage of black residents. When controlling for policy characteristics (i.e. whether a policy is mandatory, and what range of income it serves), IZ policies can increase the percentage of black residents by more than 0.8% over 10 years. However, this study also finds that when IZ policies are implemented voluntarily, without regard to the income range served or the location of the affordable units, the policies can have an adverse effect on the black population. / Thesis (BA) — Boston College, 2022. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Economics.

The following research aims to examine the interaction of law, either hard law (legislation) or soft law (governing body regulation), on achieving a balance between racial equality and success in sport. Nearly all national jurisdictions have legislated to some degree in an attempt to affect equality or equality of opportunity for its citizens. This might be based on achieving equality of opportunity or by means of affirmative action. The research aim is to ascertain how far racial discrimination laws have positive or negative impacts on the success of sports in different countries. The research also has a series of supplementary objectives: to ascertain and consider critically the extent to which the law in various jurisdictions (Malaysia, South Africa, England and the United States) has been used to promote equality; to develop a sequential model to describe general trends to predict the influence of affirmative action and equal opportunity legislation upon the potential success of countries’ sporting achievements; to review tensions inherent in reconciling the equality of citizens at a national level and their impacts upon the international sporting success of that nation; to establish a correlative relationship between the types of anti-discrimination law within nations and the impact of these upon the degree of international sporting success of those nations. The research conducted concentrates primarily on qualitative methods by first adopting a doctrinal approach in a comparative legal study of four jurisdictions (Malaysia, South Africa, England and the United States). A non-doctrinal approach is then adopted and a qualitative intrinsic case study completed, including interviews concerning the subject area. Thus, the research has used multi-method qualitative approaches. The research indicated different anti-discrimination approaches taken in achieving equality. This can be typified by countries such as the United States or England based primarily on meritocracy and countries such as South Africa and Malaysia based primarily on preferential treatment. There is evidence to suggest that these approaches do have a certain correlation, albeit not similar in the outcome of achieving equality for selection. From the evidence presented, the overall study illustrates that racial discrimination laws in the four jurisdictions produced a mixed outcome in relation to the success of professional team sports. Specifically, England and the United States witnessed a positive impact in terms of achieving international success in sports even though there are inherent difficulties in reconciling the equality of citizens at a national level. For Malaysia and South Africa, the result tends to be positive in general at this stage although it is equally recognised that this approach might result in some negative impacts in the long run. The research however is subject to certain limitations which are outside the scope of this thesis, but it is recognised that these might affect the overall success of professional team sports within those countries.

During a period in American history when the racial landscape was rapidly changing, racial advances in collegiate athletics were taking place across the South in the 1950s and 1960s. At the University of Texas, that process proved harder to achieve than many expected as it would take nearly two decades to integrate athletics following the U.S. Supreme Court’s ruling that admitted blacks to the university in 1950. Caught in the middle of the decade-long struggle, as blacks finally began integrating various UT athletic teams, was a group of black basketball players whose story reflects the racial progress made not just in Austin, but also across the United States. / text

The process of racial integration in schools is a challenge to education managers, educators, learners and parents. Educational institutions have been pressured to be involved in the process to speed up transformation in the South African educational sector. This project investigates the experiences and feelings of learners about the process of racial integration in their respective schools. A qualitative research approach was used as method of inquiry for the project. Learners were interviewed to get personal feedback on their day-to-day experiences in their respective schools. Observations were also recorded in those schools to get a clearer picture of what is happening in the three schools chosen for this research. The process of racial integration in schools is a challenge to education managers, educators, learners and parents. Educational institutions have been pressured to be involved in the process to speed up transformation in the South African educational sector. The process of racial integration in schools is a challenge to education managers, educators, learners and parents. Educational institutions have been pressured to be involved in the process to speed up transformation in the South African educational sector. This project investigates the experiences and feelings of learners about the process of racial integration in their respective schools. A qualitative research approach was used as method of inquiry for the project. Learners were interviewed to get personal feedback on their day-to-day experiences in their respective schools. Observations were also recorded in those schools to get a clearer picture of what is happening in the three schools chosen for this research. Interesting findings and conclusions that differ from school to school were reached. Black learners from School A are not entirely satisfied with the way the school is being run due to language problems. The process of integration is very slow and not visible. School B is trying hard to appear integrated but not hard enough because the fruits are not visible enough either. In school C, integration is visible and the situation is completely different from the other two schools. Recommendations, limitations and aspects of further research based on the findings of the study are discussed. The recommendations outlined supply guidelines to schools on initiating integration and implementing it properly in their schools. Challenges of the process are highlighted in the study and probable solutions outlined through recommendations. The study hopes to help schools initiate and become fully involved in the integration process. Education managers and educators must take it upon themselves to promote and practice multicultural education to enhance integration in their schools. / Dissertation (MEd (Education management))--University of Pretoria, 2005. / Education Management and Policy Studies / unrestricted

This study was concerned with a review of the events preceding and following the 1949 action of the Indiana Legislative Assembly as it applies to the School City of Indianpolis, located in the Capitol City of Indiana.

The diploma thesis "Martin L. King vs. Malcolm X: Two Competing Visions of the Fight for Civil Rights in the United States of America" deals with two different visions of the fight for civil rights, which reperesented by the two pivotal personalities of Martin L. King and Malcolm X. The thesis investigates wheather racial integration or separation is better and more suitable for blacks, or if it is better to gain rights and respect by nonviolent means or by any means necessary. Emphasis is placed on the evolution of opinions and ideas of both personalities during their lifetimes.

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