Enacted nearly fifty years ago, the Civil Rights Act codified a new vision for American society by formally ending segregation and banning race and gender discrimination in the workplace. But how much change did the legislation actually produce? As employers responded to the law, did new and more subtle forms of inequality emerge in the workplace? In an insightful analysis that combines history with a rigorous empirical analysis of newly available data, Documenting Desegregation offers the most comprehensive account to date of what has happened to equal opportunity in America—and what needs to be done in order to achieve a truly integrated workforce. Weaving strands of history, cognitive psychology, and demography, Documenting Desgregation provides a compelling exploration of the ways legislation can affect employer behavior and produce change. Authors Kevin Stainback and Donald Tomaskovic-Devey use a remarkable historical record—data from more than six million workplaces collected by the U.S. Equal Employment Opportunity Commission (EEOC) since 1966—to present a sobering portrait of race and gender in the American workplace. Progress has been decidedly uneven: black men, black women, and white women have prospered in firms that rely on educational credentials when hiring, though white women have advanced more quickly. And white men have hardly fallen behind—they now hold more managerial positions than they did in 1964. The authors argue that the Civil Rights Act's equal opportunity clauses have been most effective when accompanied by social movements demanding changes. EEOC data show that African American men made rapid gains in the 1960s at the height of the Civil Rights movement. Similarly, white women gained access to more professional and managerial jobs in the 1970s as regulators and policymakers began to enact and enforce gender discrimination laws. By the 1980s, however, racial desegregation had stalled, reflecting the dimmed status of the Civil Rights agenda. Racial and gender employment segregation remain high today, and, alarmingly, many firms, particularly in high-wage industries, seem to be moving in the wrong direction and have shown signs of resegregating since the 1980s. To counter this worrying trend, the authors propose new methods to increase diversity by changing industry norms, holding human resources managers to account, and exerting renewed government pressure on large corporations to make equal employment opportunity a national priority. At a time of high unemployment and rising inequality, Documenting Desegregation provides an incisive re-examination of America's tortured pursuit of equal employment opportunity. This important new book will be an indispensable guide for those seeking to understand where America stands in fulfilling its promise of a workplace free from discrimination.

"Lockheed, Atlanta, and the struggle for racial integration tells the story of business/government equal employment opportunity policies by examining Georgia's Lockheed Aircraft, 1950-1990 ... This book connects the local story of workplace desegregation to national narratives of civil rights reform; affirmative action; the role of government and public/private partnerships; and the business reaction to both state intervention in employment generally in the late 70s/1980s and to the emergence of black political power in the same time frame"--

Opening the Doors is a wide-ranging account of the University of Alabama’s 1956 and 1963 desegregation attempts, as well as the little-known story of Tuscaloosa, Alabama’s, own civil rights movement. Whereas E. Culpepper Clark’s The Schoolhouse Door remains the standard history of the University of Alabama’s desegregation, in Opening the Doors B. J. Hollars focuses on Tuscaloosa’s purposeful divide between “town” and “gown,” providing a new contextual framework for this landmark period in civil rights history. The image of George Wallace’s stand in the schoolhouse door has long burned in American consciousness; however, just as interesting are the circumstances that led him there in the first place, a process that proved successful due to the concerted efforts of dedicated student leaders, a progressive university president, a steadfast administration, and secret negotiations between the U.S. Justice Department, the White House, and Alabama’s stubborn governor. In the months directly following Governor Wallace’s infamous stand, Tuscaloosa became home to a leader of a very different kind: twenty-eight-year-old African American reverend T. Y. Rogers, an up-and-comer in the civil rights movement, as well as the protégé of Martin Luther King Jr. After taking a post at Tuscaloosa’s First African Baptist Church, Rogers began laying the groundwork for the city’s own civil rights movement. In the summer of 1964, the struggle for equality in Tuscaloosa resulted in the integration of the city’s public facilities, a march on the county courthouse, a bloody battle between police and protesters, confrontations with the Grand Wizard of the Ku Klux Klan, a bus boycott, and the near-accidental-lynching of movie star Jack Palance. Relying heavily on new firsthand accounts and personal interviews, newspapers, previously classified documents, and archival research, Hollars’s in-depth reporting reveals the courage and conviction of a town, its university, and the people who call it home.

Marietta High, once a flagship public school northwest of Atlanta, has become a symbol of the resegregation that is sweeping across the American South. Ruth Carbonette Yow argues for a revitalized commitment to integration, but one that challenges many orthodoxies of the civil rights struggle, including colorblindness.

The diversity education literature, both nationally and internationally, is broad and diffuse. Consequently, there needs to be a systematic and logical way to organize and present the state of research for students and professionals. American citizens need to understand the dynamics of their increasingly diverse communities and institutions and the global world in which we live, work, and lead. With continually evolving information on diversity policies, practices, and programs, it is important to have one place where students, scholars, teachers, and policymakers can examine and explore research, policy, and practice issues and find answers to important questions about how diversity in U.S. education—enriched with theories, research and practices in other nations—are explained and communicated, and how they affect institutional change at both the K-12 and postsecondary levels. With about 700 signed entries with cross-references and recommended readings, the Encyclopedia of Diversity in Education (4 volumes, in both print and electronic formats) will present research and statistics, case studies, and best practices, policies, and programs at pre- and postsecondary levels. Diversity is a worldwide phenomenon, and while most of the entries in the Encyclopedia will focus on the United States, diversity issues and developments in nations around the world, including the United States, are intricately connected. Consequently, to illuminate the many aspects of diversity, this volume will contain entries from different nations in the world in order to illuminate the myriad aspects of diversity. From A-to-Z, this Encyclopedia will cover the full spectrum of diversity issues, including race, class, gender, religion, language, exceptionality, and the global dimensions of diversity as they relate to education. This four-volume reference work will be the definitive reference for diversity issues in education in the United States and the world.

Anti-racism has a long history within the profession of social work and its education. Despite an agenda within higher education which promotes internationalization and practice which recognizes diversity, little has been written to address the question of why black African students have a different experience from others on their social work educational journey. This book is based upon the authors’ experience as educators and their own research about and with black students’ experience of racism and ‘otherness’ within social work practice and education. Radical and honest in nature, it re-visits anti-racism within social work practice and education from a student focused and informed perspective based on lived experience and conversations. This book will be of interest to all social work students, educators and policy makers with an interest in anti-racism and diversity. It includes practical models and tried and tested tools to help the reader work through these issues.

"Symposium: The Meaning of the Civil Rights Revolution" is, in effect, a new and extensive book of contemporary thought on civil rights by many of today's leading writers on the Constitution. In February 2014, the Yale Law Journal held a symposium at Yale Law School marking the fiftieth anniversary of the Civil Rights Act of 1964 and the simultaneous publication of Bruce Ackerman’s We the People: The Civil Rights Revolution (2014). Contributors' essays reflected on the origins or status of the American civil rights project, using Ackerman’s book as a focal point or a foil. Those essays are collected as the June 2014 issue, the final issue of the academic year. The contents are: • We the People: Each and Every One — Randy E. Barnett • Reactionary Rhetoric and Liberal Legal Academia — Justin Driver • Popular Sovereignty and the United States Constitution: Tensions in the Ackermanian Program — Sanford Levinson • The Neo-Hamiltonian Temptation — David A. Strauss • The Civil Rights Canon: Above and Below — Tomiko Brown-Nagin • Changing the Wind: Notes Toward a Demosprudence of Law and Social Movements — Lani Guinier & Gerald Torres • Protecting Civil Rights in the Shadows — David A. Super • Universalism and Civil Rights (with Notes on Voting Rights After Shelby) — Samuel R. Bagenstos • Separate Spheres — Cary Franklin • Ackerman's Civil Rights Revolution and Modern American Racial Politics — Rogers M. Smith • Rethinking Rights After the Second Reconstruction — Richard Thompson Ford • A Revolution at War with Itself? Preserving Employment Preferences from Weber to Ricci — Sophia Z. Lee • Have We Moved Beyond the Civil Rights Revolution? — John D. Skrentny • Equal Protection in the Key of Respect — Deborah Hellman • Ackerman’s Brown — Randall L. Kennedy • The Anti-Humiliation Principle and Same-Sex Marriage — Kenji Yoshino • De-Schooling Constitutional Law — Bruce Ackerman The issue, the eighth and final one of Volume 123, also includes a cumulative Index to the entire volume's titles and authors. As with previous digital editions of Yale Law Journal available from Quid Pro Books, features include active Tables of Contents (including links in each Essay's own table), linked footnotes and URLs, and proper ebook and Bluebook formatting.