Respondents included university administrators, faculty, students, local police chiefs, city officials, and businessmen from diverse groups of colleges and towns in regard to size, religious affiliation, and student body type. Data analysis showed that university administrators tended to withhold direct action concerning student participation in decisionmaking until students made overt moves or threats, but disruptions were less severe when anticipatory responses were made, such as recognizing students' rights to present their petitions. Respondents generally saw the use of municipal police to prevent violence as effective, although it did not solve the basic problem. Faculty members were most often able to serve as mediators, while tactics used by administrators tended to have a divisive effect. Problems regarding the presence and experience of black students were most likely to be resolved if blacks rather than white activists participated in negotiations. Issues raised by white activists were less likely to be resolved, partly because their demands were general or had no relevance to the university's role, and they were hesitant to open negotiations with the university for a number of reasons. Campus disorders affected the local community because of press coverage and disruption of normal routines. Most community members felt the students had justifiable goals, and many students and faculty believed that activism and advocacy were valuable educational experiences. The report discusses these findings in detail, as well as issues having special significance for black students, such as racism in society, an Afro-American studies program, and increased black enrollment. A bibliography of over 110 references is provided.