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The troubled history of higher education in Mississippi is a mirror image of the cultural and political dynamics that have shaped the state's history over the last two centuries. The interaction between race and place, the juxtaposition of wealth and poverty, illiteracy and literary genius, the conflict and change and continuity that mark the contours of its history, have influenced the development of higher education in Mississippi. This ground-breaking book traces the gradual and often controversial expansion of Mississippi's institutions of higher learning from the founding of Jefferson College in 1802, through the sectional crisis and Civil War, the Gilded Age, the Great Depression, the Bilbo Purge, World War II, the Meredith Crisis, and the Civil Rights Revolution.
The #1 New York Times bestseller that sparked international dialogue is now a book for young adults! Based on the adult bestseller by Ibram X. Kendi, and co-authored by bestselling author Nic Stone, How to be a (Young) Antiracist will serve as a guide for teens seeking a way forward in acknowledging, identifying, and dismantling racism and injustice. The New York Times bestseller How to be an Antiracist by Ibram X. Kendi is shaping the way a generation thinks about race and racism. How to be a (Young) Antiracist is a dynamic reframing of the concepts shared in the adult book, with young adulthood front and center. Aimed at readers 12 and up, and co-authored by award-winning children's book author Nic Stone, How to be a (Young) Antiracist empowers teen readers to help create a more just society. Antiracism is a journey--and now young adults will have a map to carve their own path. Kendi and Stone have revised this work to provide anecdotes and data that speaks directly to the experiences and concerns of younger readers, encouraging them to think critically and build a more equitable world in doing so.
In the years immediately following the Civil War_the formative years for an emerging society of freed African Americans in Mississippi_there was much debate over the general purpose of black schools and who would control them. From Cotton Field to Scho
The debate over affirmative action has raged for over four decades, with little give on either side. Most agree that it began as noble effort to jump-start racial integration; many believe it devolved into a patently unfair system of quotas and concealment. Now, with the Supreme Court set to rule on a case that could sharply curtail the use of racial preferences in American universities, law professor Richard Sander and legal journalist Stuart Taylor offer a definitive account of what affirmative action has become, showing that while the objective is laudable, the effects have been anything but. Sander and Taylor have long admired affirmative action's original goals, but after many years of studying racial preferences, they have reached a controversial but undeniable conclusion: that preferences hurt underrepresented minorities far more than they help them. At the heart of affirmative action's failure is a simple phenomenon called mismatch. Using dramatic new data and numerous interviews with affected former students and university officials of color, the authors show how racial preferences often put students in competition with far better-prepared classmates, dooming many to fall so far behind that they can never catch up. Mismatch largely explains why, even though black applicants are more likely to enter college than whites with similar backgrounds, they are far less likely to finish; why there are so few black and Hispanic professionals with science and engineering degrees and doctorates; why black law graduates fail bar exams at four times the rate of whites; and why universities accept relatively affluent minorities over working class and poor people of all races. Sander and Taylor believe it is possible to achieve the goal of racial equality in higher education, but they argue that alternative policies -- such as full public disclosure of all preferential admission policies, a focused commitment to improving socioeconomic diversity on campuses, outreach to minority communities, and a renewed focus on K-12 schooling -- will go farther in achieving that goal than preferences, while also allowing applicants to make informed decisions. Bold, controversial, and deeply researched, Mismatch calls for a renewed examination of this most divisive of social programs -- and for reforms that will help realize the ultimate goal of racial equality.
After the 1954 Brown v. Board of Education ruling, no state fought longer or harder to preserve segregated schools than Mississippi. This massive resistance came to a crashing halt in October 1969 when the Supreme Court ruled in Alexander v. Holmes Board of Education that "the obligation of every school district is to terminate dual school systems at once and to operate now and hereafter only unitary schools." Thirty of the thirty-three Mississippi districts named in the case were ordered to open as desegregated schools after Christmas break. With little guidance from state officials and no formal training or experience in effective school desegregation processes, ordinary people were thrown into extraordinary circumstances. However, their stories have been largely ignored in desegregation literature. Based on meticulous archival research and oral history interviews with over one hundred parents, teachers, students, principals, superintendents, community leaders, and school board members, Natalie G. Adams and James H. Adams explore the arduous and complex task of implementing school desegregation. How were bus routes determined? Who lost their position as principal? Who was assigned to what classes? Without losing sight of the important macro forces in precipitating social change, the authors shift attention to how the daily work of "just trying to have school" helped shape the contours of school desegregation in communities still living with the decisions made fifty years ago.
Race has shaped public education in the Magnolia State, from Reconstruction through the Carter Administration. For The Hardest Deal of All: The Battle Over School Integration in Mississippi, 1870-1980 Charles C. Bolton mines newspaper accounts, interviews, journals, archival records, legal and financial documents, and other sources to uncover the complex story of one of Mississippi's most significant and vexing issues. This history closely examines specific events--the after-math of the Brown v. Board of Education decision, the 1966 protests and counter-demonstrations in Grenada, and the efforts of particular organizations--and carefully considers the broader picture. Despite a separate but equal doctrine established in the late nineteenth century, the state's racially divided school systems quickly developed vast differences in terms of financing, academic resources, teacher salaries, and quality of education. As one of the nation's poorest states, Mississippi could not afford to finance one school system adequately, much less two. For much of the twentieth century, whites fought hard to preserve the dual school system, in which the maintenance of one-race schools became the most important measure of educational quality. Blacks fought equally hard to end segregated schooling, realizing that their schools would remain underfunded and understaffed as long as they were not integrated. Charles C. Bolton is professor and chair of history and co-director of the Center for Oral History and Cultural Heritage at the University of Southern Mississippi in Hattiesburg. He is the coauthor of Mississippi: An Illustrated History and coeditor of The Confessions of Edward Isham: A Poor White Life of the Old South . Bolton's work has also appeared in the Journal of Southern History, Journal of Mississippi History, and Mississippi Folklife .
From their beginnings, campuses emerged as hotbeds of traditions and folklore. American college students inhabit a culture with its own slang, stories, humor, beliefs, rituals, and pranks. Simon J. Bronner takes a long, engaging look at American campus life and how it is shaped by students and at the same time shapes the values of all who pass through it. The archetypes of absent-minded profs, fumbling jocks, and curve-setting dweebs are the stuff of legend and humor, along with the all-nighters, tailgating parties, and initiations that mark campus tradition—and student identities. Undergraduates in their hallowed halls embrace distinctive traditions because the experience of higher education precariously spans childhood and adulthood, parental and societal authority, home and corporation, play and work. Bronner traces historical changes in these traditions. The predominant context has shifted from what he calls the “old-time college,” small in size and strong in its sense of community, to mass society’s “mega-university,” a behemoth that extends beyond any campus to multiple branches and offshoots throughout a state, region, and sometimes the globe. One might assume that the mega-university has dissolved collegiate traditions and displaced the old-time college, but Bronner finds the opposite. Student needs for social belonging in large universities and a fear of losing personal control have given rise to distinctive forms of lore and a striving for retaining the pastoral “campus feel” of the old-time college. The folkloric material students spout, and sprout, in response to these needs is varied but it is tied together by its invocation of tradition and social purpose. Beneath the veil of play, students work through tough issues of their age and environment. They use their lore to suggest ramifications, if not resolution, of these issues for themselves and for their institutions. In the process, campus traditions are keys to the development of American culture.
The story of one of the state's formative institutions
Created in 1964 as part of the Mississippi Freedom Summer, the Mississippi Freedom Schools were launched by educators and activists to provide an alternative education for African American students that would facilitate student activism and participatory democracy. The schools, as Jon N. Hale demonstrates, had a crucial role in the civil rights movement and a major impact on the development of progressive education throughout the nation. Designed and run by African American and white educators and activists, the Freedom Schools counteracted segregationist policies that inhibited opportunities for black youth. Providing high-quality, progressive education that addressed issues of social justice, the schools prepared African American students to fight for freedom on all fronts. Forming a political network, the Freedom Schools taught students how, when, and where to engage politically, shaping activists who trained others to challenge inequality. Based on dozens of first-time interviews with former Freedom School students and teachers and on rich archival materials, this remarkable social history of the Mississippi Freedom Schools is told from the perspective of those frequently left out of civil rights narratives that focus on national leadership or college protestors. Hale reveals the role that school-age students played in the civil rights movement and the crucial contribution made by grassroots activists on the local level. He also examines the challenges confronted by Freedom School activists and teachers, such as intimidation by racist Mississippians and race relations between blacks and whites within the schools. In tracing the stories of Freedom School students into adulthood, this book reveals the ways in which these individuals turned training into decades of activism. Former students and teachers speak eloquently about the principles that informed their practice and the influence that the Freedom School curriculum has had on education. They also offer key strategies for further integrating the American school system and politically engaging today's youth.
On October 1, 1962, James Meredith was the first African American student to enroll at the University of Mississippi. Preceded by violent rioting resulting in two deaths and a lengthy court battle that made it all the way to the Supreme Court, his admission was a pivotal moment in civil rights history. Citing his “divine responsibility” to end white supremacy, Meredith risked everything to attend Ole Miss. In doing so, he paved the way for integration across the country. Originally published in 1966, more than ten years after the Supreme Court ended segregation in public schools in Brown v. Board of Education, Meredith describes his intense struggle to attend an all-white university and break down long-held race barriers in one of the most conservative states in the country. This first-person account offers a glimpse into a crucial point in civil rights history and the determination and courage of a man facing unfathomable odds. Reprinted for the first time, this volume features a new introduction by historian Aram Goudsouzian.