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The Down Home is an eclectic music venue in Johnson City, Tennessee. Established in 1976, it has since become a noteworthy club and the center of a mutually supportive community of people who keep the venue going while it in turn holds the community members together. Through the use of community theory, oral history theory, memorabilia, and oral history interviews, this thesis examines the way the Down Home community formed, and how it has continued to grow, develop traditions, and engage people both local and from afar. It also explores what the venue’s future may look like. While several influential figures in the club’s history have passed away, it is important to acknowledge the memories of those still living. This project documents some of the Down Home’s story as told by the venue’s community members, and it begins to fill the void where literature about the Down Home is scarce.

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.