https://nunncenter.net/ohms-spokedb/render.php?cachefile=1978oh084_kh050_ohm.xml#segment3
Partial Transcript: Um, good afternoon. My name is Marguerite Ruttle. Today's date is June 29th, 1978.
Segment Synopsis: Price and Ruttle discuss the economic differences among students and its implications on interactions and outcomes. Percentages of the student body racial make-up are mentioned.
Keywords: Dunbar High School; Inner city; Lafayette High School; Neighborhoods; Rural; School closings; Socioeconomic status; Suburban; Suburbs; Urban
Subjects: Communities; Lexington (Ky.); Poor; School integration
https://nunncenter.net/ohms-spokedb/render.php?cachefile=1978oh084_kh050_ohm.xml#segment311
Partial Transcript: Um, does it--do you think that the blacks at, um, Lafayette put a strong emphasis on the sports curriculum and avoiding the academic type--
Segment Synopsis: Price and Ruttle talk about how inequalities in the past could have led to lower achievement and motivation in Black students during the late 20th century.
Keywords: Academics; Curriculum; Difficulty; Education gap; Extracurricular activities; Interest; Preparation
Subjects: African Americans--Education.; Athletics; Education; High school student activities; Sports; Student activities
https://nunncenter.net/ohms-spokedb/render.php?cachefile=1978oh084_kh050_ohm.xml#segment440
Partial Transcript: Do you knows--uh, notice the difference in attitudes with blacks, like, uh, the way they approach other people? Other students? Their attitudes?
Segment Synopsis: Price optimistically mentions the onset of relationship-building and cultural interaction between Blacks and whites post-integration.
Keywords: Actions; Approach; Attitudes; Friendships; Mannerisms; Relationships
Subjects: Attitude change; Culture; Peace; Resentment; School integration; United States--Race relations.
https://nunncenter.net/ohms-spokedb/render.php?cachefile=1978oh084_kh050_ohm.xml#segment515
Partial Transcript: What percentage of suspended students are black?
Segment Synopsis: Price and Ruttle address whether students are treated differently according to their skin tone or economic background. Price asserts that all students are treated equally and presented with the same amount of encouragement and resources.
Keywords: "Pipeline to prison"; "School to prison pipeline"; Encouragement; Higher education; Interracial dating; School suspensions; Suspensions
Subjects: African Americans--Education.; African Americans--Social conditions.; Racism; Student suspension
