The challenge of weeding through decades of litigation, literature, and ideas about collegiate desegregation is daunting. However, the need for clear, concise analysis of this educational issue must outweigh any inhibitions about the amount of research energy required. Initially, the issue of collegiate desegregation was broad, amorphous, and decontextualized. As such, I employed several strategies to insure feasibility, integrity, and reliability.
I soon discovered that the questions surrounding Title VI compliance were best answered through historical and hermeneutical methods. To maximize the utilization of these methods regarding the complex issue of collegiate desegregation, an understanding of certain key concepts was essential. The conceptual notions of public administration and of jurisprudence were of fundamental importance to this legal and historical policy study of higher education Title VI compliance.
Classic public administration emphasizes developing and strengthening institutions that have been designed to implement governmental policy and services, as well as deal with social problems. The public administration focus, however, has tended to drift from the problem to the institution. Public administration is not a social science or a discipline, but an application of social science (and