In this study I analyzed the 1089 desegregation outcomes in federal district courts that occurred between 1994 and 2004 in order to identify a) the legal and non-legal factors in the litigation process that predict pro-desegregation outcomes and b) the judicial patterns that impact the future of desegregation policy. Twenty-one legal and non-legal variables were analyzed via logistic regression analysis to identify factors that predict pro-desegregation outcomes. Only three predictor variables were statistically significant: Government Litigants; Region 3 (West) and Region 4 (Northeast.) Descriptive analyses of the data identified two trends in the pattern of litigation: The percentage of defendant wins increased after 1991 at a lesser rate than has been previously reported. I conclude that based on the results of both the quantitative and qualitative analyses the federal district courts are not a barrier to desegregation and can still be a part of a comprehensive desegregation strategy.

Primary sources are at the heart of historical research, and in this age of digitized collections, accessing heretofore hard-to-find sources is easier than ever…except, as our panelists discovered, when one is researching institutional responses to racism. In the first part of the session, each of the presenters will share their experiences researching histories of school desegregation in the South. In the last part of the session, we will demonstrate, using one example (i.e., primary sources related to Autherine Lucy Foster, the first African American woman to attend the University of Alabama in 1956), how archival research can be used in the classroom to address current critical social justice issues.

The first South African democratic general election of 1994 precipitated the eradication of South Africa’s separate and unequal education system. The presidential tenure of Nelson Rolihlahla Mandela brought much hope that the majority of South Africans would not have thought possible. The new era carried, among other promises, the transformation of South African policies, to ensure that all South African children would have access to a school of their choice and that no child would be turned away from school on grounds of race, ethnicity, class and/ or religion. School desegregation has been one of the means of attaining social cohesion and ensuring that all learners have access to all South African schools. School desegregation can be said to have been taking place on at least five (5) or more (taking also to consideration that there are typologies of ethnic and/ or religion desegregations taking place) different levels or typologies. These typologies are equally important as the African-to-White school migrations that have been taking place in South Africa. Thus, using a case study, this thesis - Integration and learners' feelings of belonging in a desegregated former House of Delegates school - contributes to the debates on social cohesion; desegregation and integration of the learning environment bestowed with diverse learner and teacher populations. It however traces the experiences of Black and Indian learners in a desegregated former House of Delegates school to determine the successes and possible challenges of ensuring social cohesion and racial integration at a school level. The study concludes that social cohesion and school integration is possible when the focus is learner-centered, the school environment is enabling and that feelings of belonging and integration are intertwined and it is challenging to achieve one without the other. Undertaken at a specific school context, this study does not claim that the findings are a trend in other schools although this cannot be ruled out in similar school and context. Learners in this study seemed not to be constrained by the racial classifications but defined and formed friendships along their likes, commonness, and future aspirations. / Thesis (PhD)--University of Pretoria, 2009. / Educational Psychology / unrestricted

For many observers - both inside and outside the country - South Africa’s bloodless transition from the minority white domination of the apartheid era to democracy represented a political miracle of no mean significance. An important difference between the period before 1994 and the subsequent period is that the old divisions into which society was compartmentalised - Whites, Blacks, Indians and Coloureds - have disappeared. In their place there is a more integrated society, albeit with multiple diversities. Theoretically, therefore, the contours and racially-based dividing lines which were artificially created by apartheid have ceased to exist. Practically, however, such divisions still persist - both at societal and at school levels. The reason for this is that the deep-seated distrust of the ‘other’ could not be wiped out overnight - nor could integration take place without deliberate state intervention. Thus, using an ethnographic case study research design, this thesis - Experiences of diversity in a South African Public School - contributes to the contemporary debate on desegregation, racial integration and cultural diversification of the learning environment. It traces the progress of a former Whites-only Afrikaans medium high school to determine the success or failure of the education department’s declared goal of ensuring racial integration at school level. The study concludes that contrary to the findings of other recent research projects on desegregation in South Africa, school integration and the social cohesion of learners are possible if a proper enabling environment is created. Undertaken at a specific school, the study does not claim that the findings are a trend in other schools as well, although that cannot be totally ruled out in schools similar to the one studied. Most learners at this school have, reasonably, crossed the racial divide and have realised that they cannot exist independently from one another anymore - even when this seems to contradict the expectations of their parents. / Thesis (PhD (Education Management, Law and Policy))--University of Pretoria, 2007. / Education Management and Policy Studies / unrestricted

The primary purpose of this study was to investigate the history of Princess Anne County Training School and Union Kempsville High School in Princess Anne County/Virginia Beach, Virginia. The method of inquiry was qualitative, historical research that relied on oral histories to provide a cultural understanding of the school from the perspectives of its students, administrators, teachers, and staff. The school's history was reconstructed through direct engagement with individuals whose interviews recounted the establishment, growth, operation, and demise of Princess Anne County Training School/Union Kempsville High School. In order to minimize the nostalgic influence and bring greater validity to the oral histories, data were also collected from historical accounts, school board and community organization minutes, local periodicals, and school artifacts.   Segregation cultivated legally separate-but-equal schools for Blacks and Whites, with little or no attention given to actual equality. In 1925, the Black community in Princess Anne County, Virginia, mobilized to build a high school for their children who were denied an education beyond seventh grade. Princess Anne County Training School opened for Black students in 1938 and initially utilized a curriculum based on industrial education. It was the first and only Black high school in Princess Anne County/Virginia Beach, Virginia. As Princess Anne County Training School progressed, the Black community eventually repudiated the term, training school. The school's name was changed to Union Kempsville High School in the fall of 1961. Gradual desegregation inaugurated by the Brown v. Board of Education decisions led to a decline in student enrollment, and Union Kempsville High School closed in 1969. / Ph. D.

No description available.

No description available.

This study is a two-phase examination of the desegregation of the 16-campus University of North Carolina system. The first phase involved obtaining and analyzing copies of letters, books, journal articles, newspaper articles and annual reports concerning the court-mandated desegregation plan and its implementation and voluntary continuation after the mandate was rescinded. Reports of black and white student enrollment in historically black institutions (HBIs) and historically white institutions (HWIs) were analyzed for the years 1980, 1988, and 1999. The study found that very substantial increases in minority enrollments occurred in all HBIs and HWIs between 1980 and 1988 and, there were further increases from 1988 to 1999. In absolute numbers, white student enrollments in HBIs increased from 1,801 in 1980 to 3,009 in 1988 (for an increase of 67.1%) and to 3,421 in 1999 (which represented a 13.7% increase from 1988 and a 90.0% increase from 1980). black students in HWIs increased from 7,481 in 1980 to 10,186 in 1988 ( 36.0% increase) and to 14,489 in 1999 ( an increase of 42.2% from 1988 and 87.7% from 1980). black employment in HWIs in faculty and executive/administrative positions increased even more dramatically over the same period. black faculty members in HWIs increased from 138 in 1980 to 206 in 1988 to 310 in 1999, for a total increase of 124.6%. black executive/administrative employment in HWIs rose from 43 in 1980 to 76 in 1988 to 139 in 1999, for a 19-year increase of 223.2%. The second phase of this study involved interviewing the former president and other top-level University of North Carolina system administrators and other principal actors in desegregation planning, implementation and evaluation in the 1970s and 1980s. A second round of interviews was conducted with selected chancellors and directors of admissions in several HBIs and HWIs. The conclusions based upon the responses of both the former and current administrators are that the greatest impediments to increasing black enrollment on HWI campuses were geographic locations of the institutions and the greatest obstacles to increasing black faculty members in HWIs were geographic locations and the lack of new black Ph.D. graduates.

Our nation has made great strides since 1954's Brown v. Board of Education, 1963's I Have a Dream speech, and the passage of the Civil Rights Act of 1964. However, Jeannie and other minorities continue to endure in a struggle for true equality. A debate exists as to whether race issues are improved by discussion, or if they improve by ceasing these types of discussions and not even mentioning race. The purpose of this qualitative biographical narrative is to vicariously relive Jeannie's Journey and ascertain what relevance her life story has to our historical timeline. The sole participant in this study was Jeannie Hodges. Data for this study were collected through 3 in-depth interviews using an interview protocol based upon a conversational interview process. Who we are is a direct manifestation of where we have been and the journeys we have taken. Jeannie's journey shows us that we can look at the past and discuss history without hate, pointing fingers, or laying blame. We benefit from gaining a deeper understanding of where we as a people have been as opposed to as individual races of blacks and whites. Understanding our combined histories provides an appreciation for where we are today as well as guidance for the future. The point is to gain a deep understanding of the interconnectedness of our individual histories, like threads in a tapestry. It is crucial to our continued progress that we not cease discussions about race or about this part of our historical timeline. Can we as a nation, acknowledge our past, embrace our future, and continue the journey together?

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.