This qualitative study explored the experiences of African American students who attended Black segregated schools in a Houston community during the years 1935-1965. The purpose of this study was to give voice to the participants who were educated in a Black segregated school before integration. This research sought to understand students' experiences with segregated schooling through recollections from former students who were products of the school system in the community of Acres Homes in Houston. Furthermore, this research sought to give voice to these students in an effort to understand the role that these schools played in students' lives and the African American community as a whole. A purposive sample of five African American former students was interviewed. The data was analyzed using methods of narrative analysis. Findings generated using thematic analysis revealed three major themes present within and across the larger narratives that represented the experiences of segregated schooling: happiness, heritage, and hardship. Each major theme that emerged encompassed pertinent sub-themes. Twelve sub-themes in total emerged from the combined narratives. Within the Happiness theme emerged 1) enjoyable atmosphere, 2) personal success, 3) closeness, and 4) activities. Within the Heritage theme emerged 5) strong foundation, 6) good teachers, 7) respect for authority, and 8) self-reliance and ownership. Within the Hardship theme emerged 9) rural to urban living, 10) lack of resources, 11) segregation as a way of life, and 12) unfairness/colorism. In contrast to much of the extant literature, these participants' segregated schooling experiences proved to be fulfilling and served as basis for future advancements.

Brown is often regarded among the most monumental decisions ever rendered by the United States Supreme Court. Its legacy includes a body of case law affecting the shape and meaning of school desegregation over the past fifty years. However, school desegregation and the transition of Brown from courtroom jurisprudence to a manifestation of equal educational opportunities for African American and other minority students has not been characterized by steady, forward progress. This research project is about Brown’s evolutionary transition vis-à-vis public school desegregation law. A comprehensive overview of the Brown v. Board of Education litigation and its affect on school desegregation is provided. The timeframe for the study primarily covers the years following the Brown decisions from 1954 to 2002. However, the study also emphasizes the legal and historical details that led to Brown. In addition, a review is included of the June 2003 United States Supreme Court decisions in the University of Michigan cases that addressed affirmative action issues, which is relative to Brown. The body of case law and information associated with Brown was immense. Therefore, specific litigation was selected for review and analysis. The basis for litigation selection is discussed in each chapter relative to the section’s content. The litigation analysis is addressed from four perspectives: the Historical Perspective: "Separate-But-Equal" Era, the Brown Decisions, the Seminal Desegregation Era, and the Contemporary Desegregation Era. Since the research was so extensive, it is beyond the study’s scope to exhaust all avenues of school desegregation case law in Brown’s progeny. Brown offered the promise and hope of better educational opportunities for African American children in the United States. In the face of contemporary measures that consistently show achievement for African American children lagging behind that of their white and Asian counterparts, this project was motivated by a desire to explore the course of action, from a legal perspective, that resulted in unfulfilled expectations of Brown. / Ph. D.

This qualitative study reflects the researcher's aim to capture the oral histories of students who attended Lee M. Waid, an all-Black rural Virginian school, between 1963 and 1970. This purpose lies in the researcher's attempt to thoroughly and accurately capture a time in history after desegregation was mandated, Freedom of Choice plans were implemented or being created, and integration was occurring across the nation, Virginia, and Franklin County. This study is guided by the research question: What were the experiences of students and staff who were part of Lee M. Waid School during the years 1963 to 1970? The researcher followed the 10-step interview protocol of Creswell and Poth (2018) and adapted 15 interview questions from Johnson's (2015) dissertation The Addisonians: The Experiences of Graduates of the Classes of 1963-70 of Lucy Addison High School, An All-Black High School in Roanoke, Virginia. The interview questions were slightly adapted to suit the researcher's study to gain insight about student experiences at Waid School. The researcher purposefully selected 14 participants by looking at existing data through the use of primary documents and snowball or chain methodology. Fourteen of the participants were former students of Waid School and two were former faculty members of Franklin County Public Schools. The exploration of student experiences during desegregation is vital to preserving the history, legacy, and influence of Black education. / Doctor of Education / The purpose of this study was to shed light on the experiences of Black students during desegregation in Franklin County, Virginia. The researcher aimed to capture the oral histories of students who attended Lee M. Waid, an all-Black rural Virginian school, between 1963 and 1970. The voices of the participants and their stories add to the breadth of literature and body of knowledge on the desegregation process. Before the completion of this study, the perspectives and experiences of participants had not been formally documented. A brief review of the literature on the history of Black education at the national, state, and local levels provides essential background information for historical context leading to the desegregation of United States public schools. An overview of southern segregated schools provides insight into the supports and values held within all-Black schools before and after the initiation of the desegregation of schools. The examination of student experiences during desegregation provides critical insight on America's pathway toward equity in education, the effect of desegregation from the student perspective, and the remnants of segregation that still exist today in American public schools. Through a qualitative case study, the researcher conducted interviews with former students and stakeholders of Lee M. Waid. The researcher reviewed primary documents such as yearbooks, newspaper articles, and other documents provided by participants. Through interviews with participants, (a) high expectations from teachers and administrators, (b) parent and community support, (c) familial attitudes or beliefs about segregation and integration, (d) school pride, and (e) each participant meaningfully reflected on their individual school experiences during desegregation. The themes identified in the study are similar to those identified by other researchers who have explored the initial desegregation of schools and the supports and values held within segregated schools. One of the recommendations of this study encourages additional research and documentation of student experiences during desegregation. The exploration of student experiences during desegregation is vital to preserving the history, legacy, and influence of Black education.

The purpose of this study is to examine a student’s experiences from going to school in a segregated special school, called särskola. That is a special educational schools for individuals with intellectual disabilities. Furthermore, the study has examined a student’s experiences of exclusion and inclusion.  By doing a life story interview with a former student, who has experiences from both non-segregated school and segregated special school, särskola, the student’s experiences will come visible.  By using life story interview the aim is to gain access to a person’s experience of, in this study, schooling. The student is familiar with both non-segregated and segregated schools. Disabled or not, everyone is part of metanarratives that influences one’s life story, within these metanarratives it becomes clear what society demands of the intellectual disabled. The experiences of the student are analyzed through governing documents and other normative documents with critical theory. The result of the study indicates that there are obvious advantages and disadvantages with segregated schools from the student´s experiences. In the segregated school the student feels confident and feels that she has gained adequate knowledge in the different school subjects, but at the same the segregated special school create the experiences of exclusion. / Syftet med denna studie är att undersöka en elevs erfarenheter av sin skolgång i grundskolan och i särskolan. Vidare ska även studien undersöka en elevs erfarenheter av inkludering och exkludering i skolan. Detta är gjort genom att studera en före detta elevs erfarenheter både från grundskolan och särskolan. Metoden för studien är livsberättelse som är passande för denna studie då det är erfarenheterna från en elevs skolgång som är av intresse. Eleven har erfarenheter av både grundskolan, grundsärskolan och gymnasiesärskolan. Funktionsnedsättning eller ej så är alla individer i samhällen en del av olika metanarrativ som starkt påverkar allas livsberättelser. I de olika metanarrativen blir det tydligt vilka krav och förutsättningar som de intellektuellt funktionsnedsatta möter och kommer att möta. Att genom kritisk teori belysa elevens erfarenheter, som kommer fram genom livsberättelsen, i förhållande till gällande styrdokument och andra normerande dokument. Resultatet av studien visar att det finns tydliga för och nackdelar med särskolan utifrån elevens erfarenheter och tidigare forskning. I särskolan upplever eleven trygghet och känner att hon tillgodogjorde sig adekvata kunskaper inom skolans olika ämnen, men samtidigt skapar särskolan erfarenheter av exkludering. Dessa erfarenheter är en del av individens identitetsskapandet som sker i skolan och således påverkas detta mycket av särskolekontexten.

This thesis is written on the subject, state fully, "A Comparison of the Education Opportunities of the Whites and Negores of Walker County." The study is based, as far as possible, on a per-pupil comparison. The writer found Walker County an excellent county in which to make such a study for the simple reason that there was not another county in the state of Texas where there was such an equal balance of negro and white approved scholastics. The counties of Harrison, Marion, San Jacinto, Walker, and Waller were the only ones in the state of Texas that had more approved negro scholastics than white approved scholastics. In Walker county during the year 1937-1938 there were 2,498 white scholastics and 2,505 negro scholastics. This shows that there were only seven more negro approved scholastics than white approved scholastics.

"The purpose of this study is to determine the extent to which industrial arts is taught in the Negro high schools of Texas, the number of pupils enrolled in the schools, the types of programs offered the amount and kind of equipment provided for teaching industrial arts, and the qualifications of the teachers."--4.

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This thesis reports a collective case study of the school educational experiences of five severely and profoundly deaf students who were enrolled in regular schools in rural areas of New South Wales. The students ranged in age from 6 to 18 years. Three issues were examined: (1) The impact of the philosophy of inclusive education and the question of why students with high degrees of deafness and high support needs were enrolled in regular schools in rural areas; (2) The specific linguistic an educational support needs of deaf students; and (3) The ability of the regular schools and teachers to cater for the educational needs of the deaf students in those settings. The case studies revealed that to considerably varying extents in different situations, the students were afforded inclusive educational opportunities. The extent of inclusiveness of students’ educational experiences was shown to vary according to a number of variables. The variables identified included: the type and quality of communication with the deaf student, teaching style, accessibility of content, particular lesson type, and the type and extent of curriculum adaptations employed. As a result of the analysis of the data from the five cases, a number of generalistions were possible. These generalisations were that (a) students with the ability to access spoken communication auditorily were more easily included than students using manual communication; (b) reduction of linguistic and academic input occurred as a response to student inability to access class programs because of reduced linguistic capabilities, resulting in the deaf students receiving different and reduced information to the hearing students; (c) communication between a deaf student and his or her class teacher needed to be direct for the most successful inclusion to occur; (d) teaching style needed to be interactive or experiential for successful language learning and literacy development to occur; (e) curriculum adaptations needed to involve provision of visual support for lesson material to be highly effective; (f) lessons/subjects easily supported by visual means, such as mathematics or practical subjects, when taught hierarchically, going from the known to unknown in achievable steps, meant teaching style could be either transmission or interactive, for lesson activities to be considered inclusive; (g) students with poor literacy skills were unable to successfully access an intact (i.e., unaltered and complete) high school curriculum; (h) the teaching style of the class teacher impacted on the support model possible for the itinerant teacher; (i) an interactive class teaching style allowed for cooperative teaching between class teacher and itinerant teacher who could then assist the class teacher with both the linguistic and academic needs of the deaf student; (j) a transmission style of teaching resulted in various levels of withdrawal for the deaf student unless the subject matter could be represented visually; (k) when curriculum content or expected outcomes were reduced, the deaf students did not have the same access to information as their hearing counterparts and consequently could not develop concepts or understandings in the same manner; and (l) language and literacy development were most facilitated when interactive teaching opportunities were established proactively for the deaf students rather than through the reduction of content as a response to their failure to successfully engage with the complete curriculum. The conclusions suggest an alternative support proposal for deaf students in rural environments. The model of support proposed involves the targeting of specific preschools and primary schools with the provision of teachers identified to teach collaboratively and interactively. Under the proposed model several students with impaired hearing would be located within the one school with the itinerant teacher position becoming a full-time appointment in that school. Such a model would enable coenrolment, co-teaching, co-programming, creative grouping, and the provision of demonstration opportunities and support for other teachers within the school and district that had deaf students enrolled. Finally, interactive teaching, based on a clearly defined theoretical model of language acquisition, development, and learning, is recommended for students with impaired hearing in such environments. It is argued that the support of linguistic development and academic learning could be facilitated concurrently, thus ensuring that by the time students had reached high school they would possess sufficient literacy skills to access a regular high school program successfully. / PhD Doctorate