Segregation is a common problem for many European states where mass housing areas, constructed between 1960 and 1980, now have fallen into decay and stigmatisation and face alienation from the rest of the city. The paper was aimed to investigate how city authorities could cope with downsides of segregation and, more specifically, unify segregated districts with the remainder of the city. This taken as a general idea, it was scrutinised on the examples of three cities, sharing similar characteristics, e.g. population and industrial past. The counter-segregation policies implemented (or planned to be implemented) in Gellerup (Arhus, Denmark), Rosengard (Malmo, Sweden) and Herzogenried (Mannheim, Germany) were studied and eventually compared. The presented findings were based on the analysis of official documents and empirical data gathered via interviews and are restricted by certain limitations which occurred due to the lack of time and resources.

This is a study about residential segregation in Malmö. The aim is to highlight the segregation that is taking place in the city as a whole. I therefore focus on two residential areas in Malmö which are not often mentioned when speaking about segregation; Västra Innerstaden and Limhamn-Bunkeflo. I present different theories on housing segregation and discuss them in relation to these specific residential areas. I investigate how the socio-economic and ethnic characteristics of the inhabitants in these residential areas are connected to Malmö being a segregated city. The study focuses on households as individual actors and reasons for their migration patterns within the city. It then briefly covers possible neighbourhood effects in the studied areas. Finally, the question is posed why these areas are not subjected to segregation inhibitory interventions.

This dissertation examines the relationship between school choice and race. I examine whether the racial composition of schools influences choices and whether choices of private and public choice schools lead to greater segregation and stratification in neighborhood schools. I improve on existing research by adopting the theoretical framework used in neighborhood preferences literature to distinguish between race and race-associated reasons as motivations for avoiding racially integrating schools. This study utilizes geocoded data from the Philadelphia Area Study (PAS) and elementary school catchment maps to examine families' preferences and behaviors in the context of the actual conditions of their assigned schools. Catchment maps are integrated with Census data to determine whether choice schools have a role in white flight and segregation and stratification in neighborhood schools. The findings suggest that families are most likely to avoid neighborhood schools with high proportions of racial minorities. However, attitudes regarding racial climates are more consistent predictors of preferences than the actual racial composition of local schools. Highly segregated neighborhood schools satisfy families who desire racially homogeneous school climates, as do private schools. Families who seek diverse environments are more likely to look to charter and magnet schools. The white flight analysis shows that whites are more likely to leave schools that have modest proportions of black students, and less likely to leave schools that are already integrated. These results suggest that whites react especially strongly to schools with low levels of integration, and those who remain in the few racially balanced schools do so out of a preference for diversity or because they do not have the resources to leave. Public choice schools spur white flight in urban areas, but actually reduce flight in suburban schools. Finally, I find that choice schools do not uniformly affect the degree to which racial groups are spatially segregated from whites, and they also do not uniformly affect the degree to which racial groups attend more or less disadvantaged schools than whites. This suggests that segregation and stratification are two distinct aspects of racial inequality and should be considered separately when evaluating the effectiveness of choice programs. / Sociology

Under senare åren har segregationen ökat i de flesta kommuner i Sverige. Idag är boendesegregationen en av de största utmaningarna och problemen i Sverige. Boendesegregationen har många negativa effekter och hindrar invånarna i flera områden från att integreras i det svenska samhället. Denna uppsats handlar om hur invånare ser på segregationen i Norrköping och särskilt Hagebysområdet. På slutet av året 2021 ingick två områden i Norrköping på listan ”låg socioekonomisk status”, och ett av områdena var just Hageby. För att kunna genomföra forskningen om boendesegregation användes huvudsakligen kvalitativ metod. I den här uppsatsen genomfördes semistrukturerade intervjuer med fokus på att undersöka hur invånarna själva upplevde segregationen i andra områden i Norrköping. Under intervjuerna visade det sig att inte alla invånare håller med om medias uppfattning om området och att inte alla delar av Hageby är otrygga. Resultatet jag fått från intervjuerna är att segregationen till en stor del beror på hur staden har byggts från början. Trots att bostadsbristen löstes snabbt av Norrköpings kommun ökade segregationen och blev mer komplex. Intervjuerna med invånare i Hageby fokuserade på tre viktiga ämnen: 1) relationen mellan Hageby och andra områden i Norrköping, 2) de hinder som man möter på i vardagen utanför Norrköping och som beror på språk eller rasism, och 3) inom Hageby finns det skillnader då olika boendeformer i området kan vara positivt eller negativt laddade utifrån sin socioekonomiska status.

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Yes / Over the past 30 years, the term the ‘glass ceiling’ has come to be known as a metaphor for vertical segregation, symbolising an invisible barrier that prevents women from progressing in their careers. Increasingly women are found in higher level positions and mentoring has often been touted as an important way to help women break through the glass ceiling. This paper explores the continued relevance of the glass ceiling and the use of mentoring programs as a means to help women to overcome it. The findings suggest that although some women have penetrated the glass ceiling, further work is needed if a more equitable number of women are to advance to senior level positions. Whilst mentoring can play an important role in helping women to achieve more senior positions, mentoring is not a panacea but only one of many strategies that must be adopted to effectively address the phenomena of glass ceiling.

The self-assembly blends of cellulose propionate (CP) and fluorine (F)-containing cellulose derivatives was examined on a model system of solvent cast films. The F-containing derivatives were either high molecular weight statistical cellulose esters with a number of F-containing substituent evenly distributed along the backbone (F-esters), or F-terminated CP-segments with exactly one F-containing endgroup. The F-esters were synthesized in a homogeneous phase and identified by 19F-NMR. Thermal analysis showed improved thermal stability of the F-esters when compared to F-free derivatives. 1-monohydroxy functionalized CP-segments were synthesized by HBr depolymerization using either a commercially available CP with residual OH-groups or a perpropionylated CP (CTP). The hydrolysis using the commercial CP yielded only segments of a minimum DP of 50 and the Mark-Houwink constant declined from 1 to 0.6. The results indicate that in the presence of free hydroxyls branches are formed by transglycosidation. The hydrolysis from perpropionylated CP resulted in segments with a minimum DP of 7, which is in accordance to previous studies. F-terminated CP segments were synthesized by coupling of the appropriate F-containing alcohol to the CP segment via toluene diisocyanate. Solutions containing F-terminated CP-segments showed typical critical micelle behavior. The critical micelle concentration depended on the molecular weight of the CP segment and the type of F-containing endgroup. The micelles are thought to consist of a core of the F-endgroups and a corona made-up of CP. Films containing the oligomers cast from micellar solution revealed a linear decrease in wetting force according to the blend composition of the oligomer, i.e. behavior according to the rule of mixing. This indicated the absence of surface segregation of the F-endgroup and it is explained with the fact that the micellar structure is retained in the solid state, suppressing surface segregation. The solid state micelles were visualized as dome-like protrusions by height image atomic force microscopy. In systems blended with CP the distance between the protrusions was found to increase with increasing CP content which was explained by a dilution process. Films containing F-esters were characterized by wetting force measurements and x-ray photoelectron spectroscopy (XPS). The wetting force decreased dramatically at low blend content of the F-ester and at the same time an F surface-concentration higher then expected from the blend composition was found by XPS. This indicated self-assembly by surface segregation of the F-containing species during film formation. The extent of surface segregation was found to depend on the type of the F-ester group as well as on the blend concentration of the F-ester. Dynamic wetting force measurements revealed hysteresis in films containing either F-esters or F-terminated CP segments. The hysteresis was found to be both kinetic (water sorption and reorganization) and thermodynamic (surface roughness and surface coverage with F-moieties) in nature. Consecutive force loops revealed an increase in the wetting force (advancing and receding) with increasing loop number, indicating the increased hydrophobicity of the surface. The force increase was determined to be due to water sorption as well as due to surface reorganization. An increase in the size of the F-groups signified a decrease in reorganization rate due to a decreased mobility of the group. The process of reorganization was fully reversible, a behavior which is congruent with the definition of smart behavior. / Ph. D.

This study examined the life of Benjamin Elijah Mays, in terms of discerning his character strengths and the role they played in addressing equality issues during his lifetime and beyond. Character was defined by the analytic framework of Peterson and Seligman's Character Strengths and Virtues: A Handbook and Classification. An examination of Mays's written archived works as well as key secondary references served as data sources. Peterson and Seligman's Values In Action-Inventory of Strengths (derived from and based upon their classification scheme) was converted into if/then statements to identify Mays's character strengths and virtues associated with specific historical events. The historical context focused on the social setting/event of Jim Crow and legally sanctioned segregation. Addressed was how Mays's character assisted in bringing about the end of segregation in public venues, ushering in voting rights for all disenfranchised Americans, and his use of the church and academia to recruit champions for equality in worship and life. Mays undertook an 88 year journey toward equality, a journey that spanned second slavery, passage of the Civil Rights Act of 1964, the Voting Rights Act of 1965, implementation of and failure to enforce affirmative action plans, and 44 years as a leader in the fight against segregation. Despite the fact that both the United States Senate and the House of Representatives unanimously passed resolutions in 1983 and 2001(SRs 188 and 23; HRs 17 and 49, respectively) to award Mays the Presidential Medal of Freedom “in honor of his distinguished career as an educator, civil and human rights leader, and public theologian,” the Medal was denied by the Reagan and G.W. Bush administrations. The equality issues that existed during Mays's life continue to haunt American society, but Mays's importance to the continuing struggle for civil rights and the character strengths that he brought to this struggle are undeniable and provide fertile territory for future research. / Ph. D.

Problem: This study sought to analyze the influence patterns among federal court decisions, state appellate court decisions, and state statutes pertaining to the desegregation of public schools in North Carolina. Sources of Data: The search for cases and statutes pertinent to this study required the use of the National Reporter System, American Digest System, American Law Reports, North Carolina Reports, American Jurisprudence, Corpus Juris Secundum, North Carolina General Statutes, and other legal bibliographical aids. Procedure: Each case was briefed, including the case citation, the date, the judge or judges, the situation, the decision, and the court opinion relative to the points of law. The cases were then arranged chronologically and the trends in the court decisions were identified. An attempt was made to compare the development of North Carolina law to trends which were detected in the Supreme Court's decisions in order to identify influence patterns among federal and state courts and state statutes. Major Findings: A trend in the United States Supreme Court's decisions from 1954 through 1973 was that the Court continually strengthened requirements for desegregating public school systems. In 1974, the Court broke this pattern when it ruled that an interdistrict remedy was not justifiable unless there was an interdistrict constitutional violation. During the different periods of this study, the trend in the Supreme Court's decisions was reflected in the lower courts and in the North Carolina Legislature in various ways. Conclusions: Based on the facts as presented in this study, the following were drawn: 1. In an effort to circumvent the 1954 Brown decision the North Carolina Legislature enacted the Pupil Assignment Act. 2. The State Supreme Court, the federal district courts in North Carolina, and the Fourth Circuit Court of Appeals refused to rule for plaintiffs in desegregation cases who had not exhausted the administrative remedies provided under the state statute. 3. The Supreme Court's reluctance to issue specific guidelines for desegregating school systems indirectly influenced the lower courts to be more lenient in their desegregation orders. 4. In 1961 and 1962, the Fourth Circuit Court of Appeals reversed the decisions of the district courts in North Carolina in cases where the Negro plaintiffs had exhausted their administrative remedies. 5. The Supreme Court's impatience with delays in desegregating public schools influenced the lower courts to scrutinize desegregation plans more closely during the period from 1964 through 1967. 6. The Supreme Court's 1965 decisions, pertaining to faculty desegregation, influenced the Fourth Circuit Court of Appeals to begin to consider faculty desegregation. The Court of Appeals consistently reversed the district courts' decisions in cases where the lower courts continued to refuse to grant relief to Negro plaintiffs who complained of racially based faculty allocations and assignments. 7. The decisions of the Supreme Court, which required the elimination of segregated school systems at once, were, almost immediately, reflected in the decisions of the Fourth Circuit Court of Appeals and the federal district courts in North Carolina during the period from 1968 through 1971. 8. During the period from 1969 through 1972, an influence pattern developed in which the Fourth Circuit Court of Appeals reversed the decisions of the district courts in North Carolina and then the Supreme Court would uphold the district courts' rulings, thus, reversing the decisions of the Court of Appeals. 9. The Supreme Court's interpretation of its 1971 holding, in Swann, as placing limitations on the power of the district courts in fashioning remedies in school desegregation cases, influenced its decisions during the period from 1973 through 1974. 10. Very little influence and no influence pattern developed between federal and state courts from 1954 through 1974. / Doctor of Philosophy

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.