Search

“This is a Black Paper,” declared BUILD’s statement criticizing the Buffalo Public School system for providing inferior education to black children in Buffalo, New York. Written in 1967 by the community organization, BUILD (which stood for Build Unity, Independence, Liberty, and Dignity), “BUILD Black Paper Number One” was a call for change. Like other black communities in late 1960s America, black Buffalo was caught up in the fervor of the Civil Rights and Black Power Movements. A “Rust Belt” city, Buffalo was hit hard by deindustrialization, which, coupled with unemployment, segregated housing and unequal education, adversely affected its black community. In 1967, a riot exploded in Buffalo’s predominantly black East Side. This article analyzes statements made by black Buffalonians and argues that Black Power thrived in Buffalo in the late 1960s, through community organizations which attempted to address urban issues that negatively affected African Americans in a postindustrial city. [ABSTRACT FROM AUTHOR]

The article reports on the distribution of a newspaper to students in the English class of Evening School in Buffalo, New York, which is attended by foreign-speaking men and women. The newspapers are used to teach students about the meaning and pronunciation of familiar words in articles chosen in advance for silent reading and are afterwards questioned on understanding of the content.

To tackle persistent boundary-spanning problems with limited resources, some cities engage in collaborative innovation, combining expertise, effort, and creativity within and outside city hall to overcome limitations of conventional practices and siloed work. This article illustrates how collaborative innovation works in practice by examining specifics of how the Buffalo Clean Sweep Initiative, unique in longevity, scope, and scale, overcame common challenges and managed typical trade-offs. We describe, based on analyses of interviews and focus groups with city staff, community partners, and residents, how problem-solving, making an impact, and learning together helped Buffalo, New York, improve quality-of-life in its poorest neighborhoods. [ABSTRACT FROM AUTHOR]

Three doctoral students, Chih‐Wei, Patrice, and Sarah, at varying levels in the doctoral programs, share reflections and experiences from the 2019 Adult Education Research Conference (AERC) in Buffalo, NY. These experiences are both individual and collective. While our individual experiences vary, we value AERC as a community of practice for knowledge sharing and support and find that the conference's intimate environment encourages interactions among all participants. [ABSTRACT FROM AUTHOR]

The article presents the book "Educational Reading Guide for Partially Seeing Children," by Lorraine Galisdorfer. The book lists numerous large-type books in all areas published from 1953 to 1955. It is the only complete reading guide of books, printed in large type, purposely designed for readers with limited vision. The compilation of a complete biography compiled by the author may be obtained from Henry Stewart Inc., publisher of the book, in Buffalo, New York.

More than one hundred major structures for warehousing grain were built in Chicago between the city's founding decade and the 1960s. These were vital to the city's status as a transportation and financial capital as they provided the impetus for Chicago's commodities market and enabled smooth transfer to points east by rail or ship. The city's grain elevators also served as markers of changing economic geography, as precincts developed throughout the city that related to railroad development, river and lake access, and commercial pressures. Chicago's decline as a grain market in the late twentieth century is reflected in their abandonment. While elevator structures in Buffalo and Montreal have attracted attention from architectural and urban historians, those in Chicago have been largely ignored, but they show how construction, infrastructure, politics, labor, and trade were uniquely enmeshed with one another due to that city's position within in networks of rail and water transportation. [ABSTRACT FROM AUTHOR]

This essay shows how policy makers and teachers in Buffalo, New York designed and implemented a stratified curriculum as an outgrowth of the school district's character gaining program. They differentiated by socio-economic status the knowledge type they disseminated to their pupils in the early 1900s, emphasizing academics in elementary schools which higher- and middle-status pupils attended. In contrast, they emphasized character training at the expense of academics in lower-status schools.
This essay is a systematic analysis of the socialization of public elementary school pupils in Buffalo, New York between World War I and the early 1930s. It shows how the social construction of school knowledge reflected teaching attitudes and practices of that period. Public elementary school administrators and teachers, attempting to inculcate their pupils with "good character traits," did so along the lines of a stratified curriculum. They taught one type of school knowledge in schools that lower-social-status pupils attended and another type in schools that higher- and middle-status pupils attended. In those public elementary schools having a preponderance of higher- and middle-status pupils, administrators and teachers usually emphasized academic instruction. In contrast, they emphasized character training at the expense of academics in lower-status schools.
That teachers and administrators differentiated by social status the knowledge they disseminated to Irish-American youth has important implications for further research questions. These studies, which go beyond the scope of this paper, include: (a) a comparative social status analysis of knowledge dissemination among Irish-Americans and other white ethnic groups, such as Italians and Poles or Germans and Canadians; (b) a comparative analysis of knowledge dissemination between middle-social-status blacks and southern black migrant youth in Buffalo; (c) a comparative analysis of knowledge dissemination... [ABSTRACT FROM AUTHOR]

The purpose of this article is to bring attention to the illustrative power and capacity of qualitative longitudinal research within the context of the urban educational "reform churn." In this article, we draw upon longitudinal ethnographic data collected over 3 years in four low-performing, urban secondary schools in Buffalo, New York, to illuminate the power of the methodology behind our findings. Our research provides an example of the ways in which qualitative longitudinal research can reveal the temporal mechanisms of stabilization and destabilization that develop within urban schools and districts in and through time. [ABSTRACT FROM AUTHOR]

A central problem in contemporary employment relations is the fragmentation of work. This process is occurring in health systems as they decentralize services from hospitals to outpatient centers. While some unions have maintained inclusive employment systems, others have not. What explains this variation? The authors address this question through a matched case comparison of healthcare unions in Rochester and Buffalo, New York. The cities share many similarities, but in Buffalo unions have expanded their power, while in Rochester they have not. The authors show how path dependency from institutional legacies of employer power has shaped union capacity in the current period. [ABSTRACT FROM AUTHOR]

The article comments on the findings of the economist Louis Jacobson regarding the effects of employment declines in the Buffalo, New York and Providence, Rhode Island areas during the period 1960-70. Jacobson concluded that the extent to which even a major decline in labor demand leads to displacement may be exaggerated in the popular literature, but those who are displaced often suffer large earnings losses that do not diminish much over time. Jacobson's study suffers from some methodological problems that may limit the validity of his conclusions. Specifically, the authors focus on three issues: Jacobson's measurement of attrition and displacement, his sample selection, and his estimation of earnings losses due to attrition and displacement. In addition, the authors question Jacobson's assumption that findings from the 1960-70 period can help place the present problem in perspective, since current employment declines are far more severe and pervasive. The critical assumption of the Jacobson methodology is that attrition is the same in both the rising and falling groups. In Jacobson's view, two sources of bias can be eliminated. He argues that the mix of industries in the rising group was not significantly different from that in the falling group, and thus, by implication, attrition probably did not differ.

Planners and landscape architects have long recognized the critical role of green space in urban environments. This cross-sectional field study of 68 adolescents determined the association between percent neighbourhood park area and perceived stress among adolescents, while controlling for physical activity. This study is the first to examine this association using objective measures of park area and adolescents’ physical activity. A multivariate regression model indicated that percentage of park area (β = −62.573, p < 0.03) predicts perceived stress among adolescents. Access to neighbourhood parks buffers adolescents against perceived stress after controlling for socio-economic status and physical activity. Policy recommendations for incorporating parks into neighbourhood design are given. [ABSTRACT FROM AUTHOR]

This article addresses social and spatial aspects of intraethnic identity transitions within an American city between 1880 and 1910. Set within a theoretical framework that views urban spaces as social and cultural creations that in turn affect the construction of identities, it focuses on Irish Catholic immigrants and their descendants in Buffalo, New York. Evidence is initially presented on their intergenerational residential movements within the city at a time of widening social distinctions and occupational mobility. This is then supplemented by material from more qualitative sources, chiefly a diocesan newspaper and an "urban-ethnic novel?' While Irish American popular culture drew broad lines between working-class "shanty" lifestyles and those of a more respectable "lace-curtain" middle class during this era, the Buffalo evidence demonstrates these categories to be overdrawn and of almost caricature quality. In bringing the upwardly mobile portion of the group into focus, however, the article considers not simply the occupational characteristics of moving households and their destinations but also the sources and effects of place-based imaginations within the city and the relatively neglected roles of homes as sites of socialization and identity negotiation within Catholic parishes. Pursuing these latter lines of inquiry also enriches understandings of the place of women in the process of Irish American social mobility. [ABSTRACT FROM AUTHOR]

The article presents a perspective on media ethics education. The author and his colleague wanted to do something about the mass-production process of journalism education by teaching their own media ethics course at Buffalo State College in Buffalo, New York. They see ethics as a slowly but surely processes that student-journalists need to know to put out weekly or daily news product. Furthermore, the author and his colleague wanted to be both practical and theoretical in raining students in everyday practicalities of to focus on communication theory.

During the early years of the Great Depression, merchants and civic leaders in both Buffalo and Rochester, New York, tried to use the power of private consumption to end the economy's woes. Through a special sales campaign and a coordinated pledge drive, it was hoped that citizens could "buy their way out" of the crisis. Although these initiatives ultimately did not end the depression, they reveal a commitment to local solutions to economic problems and an overwhelming faith in consumption even at a time when consumer capitalism was sorely tested. [ABSTRACT FROM AUTHOR]

Focuses on the Great Strike of 1877 in Buffalo, New York State. Spread of strike of railroad workers to other working classes; Nature and origin of middle class support for strikers; Sharing of values rooted in preindustrial America.

The article presents news related to education in New York. Doctor Frank McMurry has begun his work at Buffalo where he has a private training school supported by several public spirited citizens. Doctor E. M. Wahl presented a paper on "Educational Problems in the United States" during the meeting of the New York Society of Pedagogy held at the City College on October 24.

The article presents information from the second general meeting of the American Association of Dental Editors, held in Buffalo, New York, on September 10, 1932. An abstract is presented of the minutes of the meeting, which includes a list of attendees and a description of the events of the meeting. Quotations are also presented from various addresses and reports presented at the meeting.