Thesis (Ed.D.)--Teachers College, Columbia University, 1966. / Typescript; issued also on microfilm. Sponsor: Paul E. Eiserer. Dissertation Committee: Robert A. Dentler, Morton Deutsch, . Includes bibliographical references.

Thesis (M.A.)--Denver Conservative Baptist Seminary, 1998. / This is an electronic reproduction of TREN, #090-0088. Includes bibliographical references (leaves [112]-[115]).

Thesis (M.A.)--Denver Conservative Baptist Seminary, 1998. / Includes bibliographical references (leaves [112]-[115]).

Thesis (Ph. D.)--University of Wisconsin--Madison, 2000. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 227-252).

Thesis (M.S.)--Ohio University, August, 2005. / Title from PDF t.p. Includes bibliographical references (p. 58-63)

Thesis (S.T.M.)--Trinity Lutheran Seminary, 1983. / Includes bibliographical references (leaves 109-113).

The following study traces the transformation of an American identity from the sectional conflict through the end of the nineteenth century in an effort to understand how that identity eventually changed into something regarded and defined as distinctly southern. Mississippi offers fertile ground for such a study since the state so closely mirrored the American experience prior to the Civil War with episodes such as Indian removal, frontier living, the incorporation of racial slavery, and the creation of a social order based on independent landownership. Mississippi also aptly represented the traditional southern experience beginning with the Civil War due to the state’s participation in the formation of the Confederacy, staunch opposition to Reconstruction, the overthrow of Republican rule within the state in 1875, the codification of segregation and a white-supremacist social order, and the social, political, and economic oppression of the state’s African American population. Understanding the nuances of social identity formation requires a ground-level analysis to uncover how individuals created and reshaped their social identity in the wake of significant challenges to the established social structure. Diaries, personal correspondences, newspaper editorials, and reminiscences provide a wealth of information in revealing how Mississippians thought of themselves and others, how various groups (Unionists, Confederates, conservatives, and African Americans) fashioned competing social identities, and how those groups vied for legitimacy and control of the state through their interaction with one another. The transformation of a group or collective identity during a series of crises from the sectional conflict through the end of the nineteenth century not only reveals how Mississippians made sense of their surroundings and place within it but informed the parameters and outcomes by which the contest for social control of the state would be fought and won. The struggle for social control culminated in the establishment of a strict, whitesupremacist social order which lauded the exploits of the white inhabitants, vilified the actions of blacks, and ultimately defined the basic tenets of a southern identity for the next one hundred years.

While serving as governor of Mississippi from 1980 until 1984, William F. Winter envisioned education as a key to moving Mississippi away from poverty. He championed educational reform as the means for improving schools with low student achievement. From the beginning of his tenure, Winter?s goal was to improve K-12 education by implementing three needed improvements: public kindergarten, compulsory attendance, and a lay board of education. During the first two years of his administration, Winter struggled to gain support from within the legislative body itself. Mores of Mississippi, which relegated African Americans to a lesser role of social status, were difficult to overcome without causing a great deal of social upheaval. Winter?s goal of educational reform was inclusive and not just aimed at the Whites of Mississippi. This necessitated carefully calculated planning. It was not until a controversial ending to the 1982 regular session that Winter began to explore options of calling a special session and promoting the goals for education to the constituents of the legislators. Through a series of nine public forums that were carefully crafted to explore the issues and spotlight the legislators for that particular venue, Winter and his band of young supporters, called the ?Boys of Spring?, were able to bring about a paradigm shift in attitudes and beliefs. The focus of this study is to examine Winter?s leadership style, relate the story of reform, and highlight one man?s dream for his state. Winter was a master at surrounding himself with a high quality and high energy staff, designing a plan for success, and knowing what changes needed to be made and how to bring them about effectively. Specifically, this study will highlight hard work with purpose. It will also illustrate that those closest to a problem or issue should always be part of the solution to the problem, and finally, the study will show how a leader is only as good as the people with whom he or she surrounds himself/herself, with. The efforts that resulted in this study could and should be used to solve other problems of this society, especially those related to education.

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