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In Elusive Equality, Jeffrey L. Littlejohn and Charles H. Ford place Norfolk, Virginia, at the center of the South's school desegregation debates, tracing the crucial role that Norfolk's African Americans played in efforts to equalize and integrate the city's schools. The authors relate how local activists participated in the historic teacher-pay-parity cases of the 1930s and 1940s, how they fought against the school closures and "Massive Resistance" of the 1950s, and how they challenged continuing patterns of discrimination by insisting on crosstown busing in the 1970s and 1980s. Despite the advances made by local activists, however, Littlejohn and Ford argue that the vaunted "urban advantage" supposedly now enjoyed by Norfolk's public schools is not easy to reconcile with the city's continuing gaps and disparities in relation to race and class. In analyzing the history of struggles over school integration in Norfolk, the authors scrutinize the stories told by participants, including premature declarations of victory that laud particular achievements while ignoring the larger context in which they take place. Their research confirms that Norfolk was a harbinger of national trends in educational policy and civil rights. Drawing on recently released archival materials, oral interviews, and the rich newspaper coverage in the Journal and Guide, Virginian-Pilot, and Ledger-Dispatch, Littlejohn and Ford present a comprehensive, multidimensional, and unsentimental analysis of the century-long effort to gain educational equality. A historical study with contemporary implications, their book offers a balanced view based on a thorough, sober look at where Norfolk's school district has been and where it is going.
Opening the Doors is a wide-ranging account of the University of Alabama’s 1956 and 1963 desegregation attempts, as well as the little-known story of Tuscaloosa, Alabama’s, own civil rights movement. Whereas E. Culpepper Clark’s The Schoolhouse Door remains the standard history of the University of Alabama’s desegregation, in Opening the Doors B. J. Hollars focuses on Tuscaloosa’s purposeful divide between “town” and “gown,” providing a new contextual framework for this landmark period in civil rights history. The image of George Wallace’s stand in the schoolhouse door has long burned in American consciousness; however, just as interesting are the circumstances that led him there in the first place, a process that proved successful due to the concerted efforts of dedicated student leaders, a progressive university president, a steadfast administration, and secret negotiations between the U.S. Justice Department, the White House, and Alabama’s stubborn governor. In the months directly following Governor Wallace’s infamous stand, Tuscaloosa became home to a leader of a very different kind: twenty-eight-year-old African American reverend T. Y. Rogers, an up-and-comer in the civil rights movement, as well as the protégé of Martin Luther King Jr. After taking a post at Tuscaloosa’s First African Baptist Church, Rogers began laying the groundwork for the city’s own civil rights movement. In the summer of 1964, the struggle for equality in Tuscaloosa resulted in the integration of the city’s public facilities, a march on the county courthouse, a bloody battle between police and protesters, confrontations with the Grand Wizard of the Ku Klux Klan, a bus boycott, and the near-accidental-lynching of movie star Jack Palance. Relying heavily on new firsthand accounts and personal interviews, newspapers, previously classified documents, and archival research, Hollars’s in-depth reporting reveals the courage and conviction of a town, its university, and the people who call it home.
Using Charlotte, North Carolina, as a case study of the dynamics of racial change in the 'moderate' South, Davison Douglas analyzes the desegregation of the city's public schools from the Supreme Court's 1954 Brown v. Board of Education decision th
Tells the story of a group of African-American lawyers and plaintiffs and their white allies who were determined to break down racial barriers at the University of Georgia in the 1950s. Reprint.
In the twentieth-century struggle for racial equality, there was perhaps no setting more fraught and contentious than the public schools of the American south. In Prince Edward County, Virginia, in 1951, a student strike for better school facilities became part of the NAACP legal campaign for school desegregation. That step ultimately brought this rural, agricultural county to the Supreme Court of the United States as one of five consolidated cases in the historic 1954 ruling, Brown v. Board of Education. Unique among those cases, Prince Edward County took the extreme stance of closing its public school system entirely rather than comply with the desegregation ruling of the Court. The schools were closed for five years, from 1959 to 1964, until the Supreme Court ruling in Griffin v. County School Board of Prince Edward County ordered the restoration of public education in the county. This historical anthology brings together court cases, government documents, personal and scholarly writings, speeches, and journalism to represent the diverse voices and viewpoints of the battle in Prince Edward County for—and against—educational equality. Providing historical context and contemporary analysis, this book offers a new perspective of a largely overlooked episode and seeks to help place the struggle for public education in Prince Edward County into its proper place in the civil rights era.
The United States Supreme Court's 1954 landmark decision, Brown v. Board of Education, set into motion a process of desegregation that would eventually transform American public schools. This book provides a comprehensive and up-to-date assessment of how Brown's most visible effect--contact between students of different racial groups--has changed over the fifty years since the decision. Using both published and unpublished data on school enrollments from across the country, Charles Clotfelter uses measures of interracial contact, racial isolation, and segregation to chronicle the changes. He goes beyond previous studies by drawing on heretofore unanalyzed enrollment data covering the first decade after Brown, calculating segregation for metropolitan areas rather than just school districts, accounting for private schools, presenting recent information on segregation within schools, and measuring segregation in college enrollment. Two main conclusions emerge. First, interracial contact in American schools and colleges increased markedly over the period, with the most dramatic changes occurring in the previously segregated South. Second, despite this change, four main factors prevented even larger increases: white reluctance to accept racially mixed schools, the multiplicity of options for avoiding such schools, the willingness of local officials to accommodate the wishes of reluctant whites, and the eventual loss of will on the part of those who had been the strongest protagonists in the push for desegregation. Thus decreases in segregation within districts were partially offset by growing disparities between districts and by selected increases in private school enrollment.
When traditionally white public schools in the South became sites of massive resistance in the wake of the Supreme Court's Brown v. Board of Education decision, numerous white students exited the public system altogether, with parents choosing homeschooling or private segregationist academies. But some historically white elite private schools opted to desegregate. The black students that attended these schools courageously navigated institutional and interpersonal racism but ultimately emerged as upwardly mobile leaders. Transforming the Elite tells this story. Focusing on the experiences of the first black students to desegregate Atlanta's well-known The Westminster Schools and national efforts to diversify private schools, Michelle A. Purdy combines social history with policy analysis in a dynamic narrative that expertly re-creates this overlooked history. Through gripping oral histories and rich archival research, this book showcases educational changes for black southerners during the civil rights movement including the political tensions confronted, struggles faced, and school cultures transformed during private school desegregation. This history foreshadows contemporary complexities at the heart of the black community's mixed feelings about charter schools, school choice, and education reform.
A 2015 Pura Belpré Illustrator Honor Book and a 2015 Robert F. Sibert Honor Book Almost 10 years before Brown vs. Board of Education, Sylvia Mendez and her parents helped end school segregation in California. An American citizen of Mexican and Puerto Rican heritage who spoke and wrote perfect English, Mendez was denied enrollment to a “Whites only” school. Her parents took action by organizing the Hispanic community and filing a lawsuit in federal district court. Their success eventually brought an end to the era of segregated education in California. Praise for Separate is Never Equal STARRED REVIEWS "Tonatiuh masterfully combines text and folk-inspired art to add an important piece to the mosaic of U.S. civil rights history." --Kirkus Reviews, starred review “Younger children will be outraged by the injustice of the Mendez family story but pleased by its successful resolution. Older children will understand the importance of the 1947 ruling that desegregated California schools, paving the way for Brown v. Board of Education seven years later.” --School Library Journal, starred review "Tonatiuh (Pancho Rabbit and the Coyote) offers an illuminating account of a family’s hard-fought legal battle to desegregate California schools in the years before Brown v. Board of Education." --Publishers Weekly "Pura Belpré Award–winning Tonatiuh makes excellent use of picture-book storytelling to bring attention to the 1947 California ruling against public-school segregation." --Booklist "The straightforward narrative is well matched with the illustrations in Tonatiuh’s signature style, their two-dimensional perspective reminiscent of the Mixtec codex but collaged with paper, wood, cloth, brick, and (Photoshopped) hair to provide textural variation. This story deserves to be more widely known, and now, thanks to this book, it will be." --The Horn Book Magazine
"Busing, in which students were transported by school buses to achieve court-ordered or voluntary school desegregation, became one of the nation's most controversial civil rights issues in the decades after Brown v. Board of Education (1954). Examining battles over school desegregation in cities like Boston, Chicago, New York, and Pontiac, [this book posits that] school officials, politicians, courts, and the news media valued the desires of white parents more than the rights of black students, and how antibusing parents and politicians borrowed media strategies from the civil rights movement to thwart busing for school desegregation"--Provided by publisher.
One woman’s memoir of coming of age while being bused to largely black schools after a Virginia legal battle forced integration in the 1970s. This poignant account recalls firsthand the upheaval surrounding court-ordered busing in the early 1970s to achieve school integration. As a white student sent to predominantly black schools in Richmond, Virginia, Clara Silverstein tells a story that pulls us into the forefront of this great social experiment. At school, she dealt daily with the unintended, unforeseen consequences of busing as she also negotiated the typical passions and concerns of young adulthood—all with little direction from her elders, who seemed just as bewildered by the changes around them. Inspired by her parents’ ideals, Silverstein remained in the public schools despite the emotional stakes. Her achingly honest story, woven with historical details, confronts us with powerful questions about race and the use of our schools to engineer social change. “At once a vivid description of a controversial social experiment, an intimate chronicle of a girl’s turbulent journey through adolescence, and a loving tribute to a visionary father who died too young.”—James S. Hirsch, author of Two Souls Indivisible “In White Girl, Clara Silverstein has written an honest, balanced, and deeply personal memoir. With lively prose she describes what it felt like to be perceived as “the enemy” and explains all the inherent contradictions in her own coming of age.”—Robert Pratt, author of We Shall Not Be Moved: The Desegregation of the University of Georgia “It’s easy to feel Silverstein’s anguish, but her message is that positive social change is possible.”—Library Journal