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The study examines the formation and development of Chinese American populations in Augusta, Savannah, and Atlanta, Georgia from the beginnings of Chinese Exclusion period through the passage of the Immigration Act of 1965. Although people of Chinese ancestry were in an ambiguous position upon their arrival in the 1880s within the black-white dyad that defined southern race relations, they were able to negotiate this system, transforming themselves from being perceived as “outsiders” before the 1940s to being treated as “honorary whites” by the late 1960s. To explore this transition, this project analyzes generational differences between immigrants and their children. Before the 1920s, the mostly Chinese immigrant male population concerned themselves with establishing viable businesses for sending remittances back to family in China and creating social institutions that helped the men cope with decades of separation from their families. The men avoided possible conflict with Jim Crow by having their businesses and residences in black or immigrant areas. Some men cultivated better relations with whites by attending Sunday schools that catered to Chinese immigrants. The mutation from “outsider” to “honorary white” status began when prosperous Chinese men started sending for wives to join them in the 1910s, thus ushering in a new pattern of planned long-term settlement in the state. Families successfully challenged the older perception by joining white churches, enrolling their children in white schools, and building social ties with white community leaders. Second generation Chinese Americans reaped the benefits of this strategy in the 1950s and 1960s by gaining access to housing in white neighborhoods, employment opportunities in white-collar occupations, and acceptance as partners in marriages with European Americans.

In the post de Lange period education was faced by uncertainty and change. There was a call for a greater contribution to education by the private sector and parent communities . This case study examines the response of a co-educational white high school, High School 139, to its environment. Different environmental types are discussed and the concept of turbulence introduced. The macro and meso environments of High School 139 are described with attention paid to the legal, political, economic, cultural, educational, sociological and technological factors which influence school management in times of uncertainty and change. Socio-political issues are addressed as well as problems relating to customers, suppliers and competition within the school. The case study explains how government funding at High School 139 was not adequate for the cost of education if standards were to be maintained and how the school management explored alternative approaches in order to meet these financial needs. The school introduced a ' Foundation Trust Fund ' and the way this was done, together with the impact on internal structures, is described. The academic and secretarial staff are one of any school's most valuable resources. Consequent the researcher sought the opinion of the staff on how the introduction of a Foundation Trust had affected their involvement at High School 139. This was done by means of a questionnaire and the results of this survey are presented in detail. The researcher concludes that turbulent environmental conditions are not likely to abate in the foreseeable future. Improvement in educational activity does not necessarily depend on mere money and more teachers being available, but on the articulation of practical and moral decisions. / Thesis (M.Ed.) - University of Natal, Durban, 1992.

The study examines the formation and development of Chinese American populations in Augusta, Savannah, and Atlanta, Georgia from the beginnings of Chinese Exclusion period through the passage of the Immigration Act of 1965. Although people of Chinese ancestry were in an ambiguous position upon their arrival in the 1880s within the black-white dyad that defined southern race relations, they were able to negotiate this system, transforming themselves from being perceived as “outsiders” before the 1940s to being treated as “honorary whites” by the late 1960s. To explore this transition, this project analyzes generational differences between immigrants and their children. Before the 1920s, the mostly Chinese immigrant male population concerned themselves with establishing viable businesses for sending remittances back to family in China and creating social institutions that helped the men cope with decades of separation from their families. The men avoided possible conflict with Jim Crow by having their businesses and residences in black or immigrant areas. Some men cultivated better relations with whites by attending Sunday schools that catered to Chinese immigrants. The mutation from “outsider” to “honorary white” status began when prosperous Chinese men started sending for wives to join them in the 1910s, thus ushering in a new pattern of planned long-term settlement in the state. Families successfully challenged the older perception by joining white churches, enrolling their children in white schools, and building social ties with white community leaders. Second generation Chinese Americans reaped the benefits of this strategy in the 1950s and 1960s by gaining access to housing in white neighborhoods, employment opportunities in white-collar occupations, and acceptance as partners in marriages with European Americans.

Thesis (M.P.H.)--University of Texas Health Science Center at Houston, School of Public Health, 2008. / Source: Masters Abstracts International, Volume: 46-05, page: 2667. Advisers: Kim Waller; Steven Kelder. Includes bibliographical references.

Thesis (Ph.D.)--Mississippi State University. Department of History. / Title from title screen. Includes bibliographical references.

No description available.

From Chapter 1: At the 1956 Conference of Headmasters and Headmistresses of Private Schools of South Africa a motion was introduced proposing that the term 'private school' in the title of the Conference should be replaced by that of 'independent school'. The motion was defeated on the grounds that such an alteration would be 'difficult and misleading', (HMC, 1956(1)). This might well have been the case, but the proposer of this motion was no doubt aware that the term 'private school' was equally difficult and misleading.The first problem with the term 'private school' is historical. South Africa was in the British sphere of influence for more than a century and a half and consequently education in South Africa in general and 'private' education in particular has owed a great deal to that influence.

History / M.A. (History)