The segregated schooling of blacks in the Southern United States and South Africa

Comparative Education Review

Volumn 47, Issue 1, 2003, Pages 21-40+139

  Walker, Vanessa Siddle ^a   Archung, Kim Nesta ^a  

^a EMORY UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0041317256     PISSN: 00104086     EISSN: None     Source Type: Journal    
DOI: 10.1086/373961     Document Type: Review

References (102)

1. For a comprehensive discussion of the development of African American schooling and curricular efforts after the Civil War, see James Anderson, The Education of Blacks in the South, 1860-1935 (Chapel Hill: University of North Carolina Press, 1988). Many scholars have documented the inequalities existing in African American and White schooling throughout the history of segregated schools in the South. See, e.g., Harry S. Ashmore, The Negro and the Schools (Chapel Hill: University of North Carolina Press, 1954); Liva Baker, The Second Battle of New Orleans: The Hundred-Year Struggle to Integrate the Schools (New York: HarperCollins, 1996); Richard Kluger, Simple Justice (New York: Random House, 1977); Thomas M. Pierce, James B. Kincheloe, R. Edgar Moore, Galen N. Drewry, and Bennie E. Carmichael, White and Negro Schools in the South: An Analysis of Biracial Education (Englewood Cliffs, N.J.: Prentice-Hall, 1955).
2. For a comprehensive discussion of the development of African American schooling and curricular efforts after the Civil War, see James Anderson, The Education of Blacks in the South, 1860-1935 (Chapel Hill: University of North Carolina Press, 1988). Many scholars have documented the inequalities existing in African American and White schooling throughout the history of segregated schools in the South. See, e.g., Harry S. Ashmore, The Negro and the Schools (Chapel Hill: University of North Carolina Press, 1954); Liva Baker, The Second Battle of New Orleans: The Hundred-Year Struggle to Integrate the Schools (New York: HarperCollins, 1996); Richard Kluger, Simple Justice (New York: Random House, 1977); Thomas M. Pierce, James B. Kincheloe, R. Edgar Moore, Galen N. Drewry, and Bennie E. Carmichael, White and Negro Schools in the South: An Analysis of Biracial Education (Englewood Cliffs, N.J.: Prentice-Hall, 1955).
3. For a comprehensive discussion of the development of African American schooling and curricular efforts after the Civil War, see James Anderson, The Education of Blacks in the South, 1860-1935 (Chapel Hill: University of North Carolina Press, 1988). Many scholars have documented the inequalities existing in African American and White schooling throughout the history of segregated schools in the South. See, e.g., Harry S. Ashmore, The Negro and the Schools (Chapel Hill: University of North Carolina Press, 1954); Liva Baker, The Second Battle of New Orleans: The Hundred-Year Struggle to Integrate the Schools (New York: HarperCollins, 1996); Richard Kluger, Simple Justice (New York: Random House, 1977); Thomas M. Pierce, James B. Kincheloe, R. Edgar Moore, Galen N. Drewry, and Bennie E. Carmichael, White and Negro Schools in the South: An Analysis of Biracial Education (Englewood Cliffs, N.J.: Prentice-Hall, 1955).
4. For a comprehensive discussion of the development of African American schooling and curricular efforts after the Civil War, see James Anderson, The Education of Blacks in the South, 1860-1935 (Chapel Hill: University of North Carolina Press, 1988). Many scholars have documented the inequalities existing in African American and White schooling throughout the history of segregated schools in the South. See, e.g., Harry S. Ashmore, The Negro and the Schools (Chapel Hill: University of North Carolina Press, 1954); Liva Baker, The Second Battle of New Orleans: The Hundred-Year Struggle to Integrate the Schools (New York: HarperCollins, 1996); Richard Kluger, Simple Justice (New York: Random House, 1977); Thomas M. Pierce, James B. Kincheloe, R. Edgar Moore, Galen N. Drewry, and Bennie E. Carmichael, White and Negro Schools in the South: An Analysis of Biracial Education (Englewood Cliffs, N.J.: Prentice-Hall, 1955).
5. For a comprehensive discussion of the development of African American schooling and curricular efforts after the Civil War, see James Anderson, The Education of Blacks in the South, 1860-1935 (Chapel Hill: University of North Carolina Press, 1988). Many scholars have documented the inequalities existing in African American and White schooling throughout the history of segregated schools in the South. See, e.g., Harry S. Ashmore, The Negro and the Schools (Chapel Hill: University of North Carolina Press, 1954); Liva Baker, The Second Battle of New Orleans: The Hundred-Year Struggle to Integrate the Schools (New York: HarperCollins, 1996); Richard Kluger, Simple Justice (New York: Random House, 1977); Thomas M. Pierce, James B. Kincheloe, R. Edgar Moore, Galen N. Drewry, and Bennie E. Carmichael, White and Negro Schools in the South: An Analysis of Biracial Education (Englewood Cliffs, N.J.: Prentice-Hall, 1955).
6. Numerous scholars have also documented the inequalities in the distribution of resources in South Africa. See, e.g., John Stonier, "Breaking Out of a Separatist Paradigm: Intercultural Education in South Africa," in International Perspectives on Intercultural Education, ed. Kenneth Cushner (Mahwah, N.J.: Erlbaum, 1998), pp. 210-36; John Pape, "Changing Education for Majority Rule in Zimbabwe and South Africa," Comparative Education Review 42, no. 3 (1998): 253-66.
7. Numerous scholars have also documented the inequalities in the distribution of resources in South Africa. See, e.g., John Stonier, "Breaking Out of a Separatist Paradigm: Intercultural Education in South Africa," in International Perspectives on Intercultural Education, ed. Kenneth Cushner (Mahwah, N.J.: Erlbaum, 1998), pp. 210-36; John Pape, "Changing Education for Majority Rule in Zimbabwe and South Africa," Comparative Education Review 42, no. 3 (1998): 253-66.
8. Aslam Fataar, "Access to Schooling in a Post-apartheid South Africa: Linking Concepts to Contexts," in Education after Apartheid: South African Education in Transition, ed. Peter Kallaway, Glenda Kruss, Aslam Fataar, and Gari Donn (Cape Town: University of Cape Town Press, 1997), pp. 68-85.
9. Jonathan Jansen, "Curriculum as a Political Phenomenon: Historical Reflections on Black South African Education," Journal of Negro Education 59, no. 2 (1996): 195-206; John Burns, "'Equal' Is Still a Dream in South Africa," New York Times (January 8, 1978); Stonier, p. 218.
10. Jonathan Jansen, "Curriculum as a Political Phenomenon: Historical Reflections on Black South African Education," Journal of Negro Education 59, no. 2 (1996): 195-206; John Burns, "'Equal' Is Still a Dream in South Africa," New York Times (January 8, 1978); Stonier, p. 218.
11. Jonathan Jansen, "Curriculum as a Political Phenomenon: Historical Reflections on Black South African Education," Journal of Negro Education 59, no. 2 (1996): 195-206; John Burns, "'Equal' Is Still a Dream in South Africa," New York Times (January 8, 1978); Stonier, p. 218.
12. Jansen, pp. 195-99; Stonier, p. 211.
13. Jansen, pp. 195-99; Stonier, p. 211.
14. The studies examining the structure of schooling in the segregated Black schools constitute three types. The earliest studies appeared in the 2 decades after desegregation, frequently in Black or lesser-known presses. See Alvis Adair, Desegregation: The Illusion of Black Progress (Lanham, Md.: University of America Press, 1984); Mary Gibson Hundley, The Dunbar Story (1870-1955) (New York: Vantage, 1965); Russell Irvine and Jackie Irvine, "The Impact of the Desegregation Process on the Education of Black Students: Key Variables," Journal of Negro Education 52, no. 4 (1983): 410-22; Faustine Jones, A Traditional Model of Educational Excellence: Dunbar High School of Little Rock, Arkansas (Washington, D.C.: Howard University Press, 1981); Frederick Rodgers, The Black High School and Its Community (Lexington, Mass.: Lexington, 1967); Thomas Sowell, "Black Excellence: The Case of Dunbar High School," Public Interest 35 (Spring 1974): 1-21, and "Patterns of Black Excellence," Public Interest 43 (Spring 1976): 26-58. More recent scholarship emerged in the 1990s. Generally, it has been more widely disseminated and discussed. See Tamara Beauboeuf-Lafontant, "A Movement Against and Beyond Boundaries: 'Politically Relevant Teaching' among African American Teachers," Teachers College Record 100, no. 4 (1999): 702-23; David Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South (Chapel Hill: University of North Carolina Press, 1994); Michele Foster, "Constancy, Connectedness, and Constraints in the Lives of African American Teachers," National Women's Studies Journal 3, no. 2 (1990): 233-61, "The Politics of Race: Through the Eyes of African American Teachers," Journal of Education 172, no. 3 (1990): 123-41, Black Teachers on Teaching (New York: New Press, 1997); Rhonda Jeffries, "The Trickster Figure in African American Teaching: Pre- and Post-desegregation," Urban Review 26 (1994): 289-304; Alice McCullough-Garrett, "Reclaiming the African American Vision for Teaching: Toward an Educational Conversation," Journal of Negro Education 62, no. 4 (1993): 433-40; Vivian Morris and Curtis Morris, Creating Caring and Nurturing Educational Environments for African American Children (Westport, Conn.: Bergin & Garvey, 2000); George Noblit and Van Dempsey, The Social Construction of Virtue: The Moral Life of Schools (Albany, N.Y.: SUNY Press, 1996); Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina Press, 1996), "Caswell County Training School, 1933-1969: Relationships between Community and School," Harvard Educational Review 63, no. 2 (1993): 161-82, "Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics," Review of Educational Research 70, no. 3 (Fall 2000): 253-85, and "African American Teachers in Segregated Schools in the South, 1940-1969," American Educational Research Journal 38, no. 4 (2001). These scholarly descriptions are accompanied by a number of locally published histories that span both time periods. See Lenwood Davis, A History of Queen Street High School, 1928-1968 (Kingston, N.Y.: Tri State Services, 1996); W. Edwards, Preston Royster, and Lazarus Bates, The Education of Black Citizens in Halifax County, 1866-1969 (Springfield, Va.: Banister, 1979); Thelma Cayne Tilford-Weathers, A History of Louisville Central High School, 1882-1982 (Louisville, Ky.: Central High School Alumni Association, 1996).
15. The studies examining the structure of schooling in the segregated Black schools constitute three types. The earliest studies appeared in the 2 decades after desegregation, frequently in Black or lesser-known presses. See Alvis Adair, Desegregation: The Illusion of Black Progress (Lanham, Md.: University of America Press, 1984); Mary Gibson Hundley, The Dunbar Story (1870-1955) (New York: Vantage, 1965); Russell Irvine and Jackie Irvine, "The Impact of the Desegregation Process on the Education of Black Students: Key Variables," Journal of Negro Education 52, no. 4 (1983): 410-22; Faustine Jones, A Traditional Model of Educational Excellence: Dunbar High School of Little Rock, Arkansas (Washington, D.C.: Howard University Press, 1981); Frederick Rodgers, The Black High School and Its Community (Lexington, Mass.: Lexington, 1967); Thomas Sowell, "Black Excellence: The Case of Dunbar High School," Public Interest 35 (Spring 1974): 1-21, and "Patterns of Black Excellence," Public Interest 43 (Spring 1976): 26-58. More recent scholarship emerged in the 1990s. Generally, it has been more widely disseminated and discussed. See Tamara Beauboeuf-Lafontant, "A Movement Against and Beyond Boundaries: 'Politically Relevant Teaching' among African American Teachers," Teachers College Record 100, no. 4 (1999): 702-23; David Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South (Chapel Hill: University of North Carolina Press, 1994); Michele Foster, "Constancy, Connectedness, and Constraints in the Lives of African American Teachers," National Women's Studies Journal 3, no. 2 (1990): 233-61, "The Politics of Race: Through the Eyes of African American Teachers," Journal of Education 172, no. 3 (1990): 123-41, Black Teachers on Teaching (New York: New Press, 1997); Rhonda Jeffries, "The Trickster Figure in African American Teaching: Pre- and Post-desegregation," Urban Review 26 (1994): 289-304; Alice McCullough-Garrett, "Reclaiming the African American Vision for Teaching: Toward an Educational Conversation," Journal of Negro Education 62, no. 4 (1993): 433-40; Vivian Morris and Curtis Morris, Creating Caring and Nurturing Educational Environments for African American Children (Westport, Conn.: Bergin & Garvey, 2000); George Noblit and Van Dempsey, The Social Construction of Virtue: The Moral Life of Schools (Albany, N.Y.: SUNY Press, 1996); Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina Press, 1996), "Caswell County Training School, 1933-1969: Relationships between Community and School," Harvard Educational Review 63, no. 2 (1993): 161-82, "Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics," Review of Educational Research 70, no. 3 (Fall 2000): 253-85, and "African American Teachers in Segregated Schools in the South, 1940-1969," American Educational Research Journal 38, no. 4 (2001). These scholarly descriptions are accompanied by a number of locally published histories that span both time periods. See Lenwood Davis, A History of Queen Street High School, 1928-1968 (Kingston, N.Y.: Tri State Services, 1996); W. Edwards, Preston Royster, and Lazarus Bates, The Education of Black Citizens in Halifax County, 1866-1969 (Springfield, Va.: Banister, 1979); Thelma Cayne Tilford-Weathers, A History of Louisville Central High School, 1882-1982 (Louisville, Ky.: Central High School Alumni Association, 1996).
16. The studies examining the structure of schooling in the segregated Black schools constitute three types. The earliest studies appeared in the 2 decades after desegregation, frequently in Black or lesser-known presses. See Alvis Adair, Desegregation: The Illusion of Black Progress (Lanham, Md.: University of America Press, 1984); Mary Gibson Hundley, The Dunbar Story (1870-1955) (New York: Vantage, 1965); Russell Irvine and Jackie Irvine, "The Impact of the Desegregation Process on the Education of Black Students: Key Variables," Journal of Negro Education 52, no. 4 (1983): 410-22; Faustine Jones, A Traditional Model of Educational Excellence: Dunbar High School of Little Rock, Arkansas (Washington, D.C.: Howard University Press, 1981); Frederick Rodgers, The Black High School and Its Community (Lexington, Mass.: Lexington, 1967); Thomas Sowell, "Black Excellence: The Case of Dunbar High School," Public Interest 35 (Spring 1974): 1-21, and "Patterns of Black Excellence," Public Interest 43 (Spring 1976): 26-58. More recent scholarship emerged in the 1990s. Generally, it has been more widely disseminated and discussed. See Tamara Beauboeuf-Lafontant, "A Movement Against and Beyond Boundaries: 'Politically Relevant Teaching' among African American Teachers," Teachers College Record 100, no. 4 (1999): 702-23; David Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South (Chapel Hill: University of North Carolina Press, 1994); Michele Foster, "Constancy, Connectedness, and Constraints in the Lives of African American Teachers," National Women's Studies Journal 3, no. 2 (1990): 233-61, "The Politics of Race: Through the Eyes of African American Teachers," Journal of Education 172, no. 3 (1990): 123-41, Black Teachers on Teaching (New York: New Press, 1997); Rhonda Jeffries, "The Trickster Figure in African American Teaching: Pre- and Post-desegregation," Urban Review 26 (1994): 289-304; Alice McCullough-Garrett, "Reclaiming the African American Vision for Teaching: Toward an Educational Conversation," Journal of Negro Education 62, no. 4 (1993): 433-40; Vivian Morris and Curtis Morris, Creating Caring and Nurturing Educational Environments for African American Children (Westport, Conn.: Bergin & Garvey, 2000); George Noblit and Van Dempsey, The Social Construction of Virtue: The Moral Life of Schools (Albany, N.Y.: SUNY Press, 1996); Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina Press, 1996), "Caswell County Training School, 1933-1969: Relationships between Community and School," Harvard Educational Review 63, no. 2 (1993): 161-82, "Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics," Review of Educational Research 70, no. 3 (Fall 2000): 253-85, and "African American Teachers in Segregated Schools in the South, 1940-1969," American Educational Research Journal 38, no. 4 (2001). These scholarly descriptions are accompanied by a number of locally published histories that span both time periods. See Lenwood Davis, A History of Queen Street High School, 1928-1968 (Kingston, N.Y.: Tri State Services, 1996); W. Edwards, Preston Royster, and Lazarus Bates, The Education of Black Citizens in Halifax County, 1866-1969 (Springfield, Va.: Banister, 1979); Thelma Cayne Tilford-Weathers, A History of Louisville Central High School, 1882-1982 (Louisville, Ky.: Central High School Alumni Association, 1996).
17. The studies examining the structure of schooling in the segregated Black schools constitute three types. The earliest studies appeared in the 2 decades after desegregation, frequently in Black or lesser-known presses. See Alvis Adair, Desegregation: The Illusion of Black Progress (Lanham, Md.: University of America Press, 1984); Mary Gibson Hundley, The Dunbar Story (1870-1955) (New York: Vantage, 1965); Russell Irvine and Jackie Irvine, "The Impact of the Desegregation Process on the Education of Black Students: Key Variables," Journal of Negro Education 52, no. 4 (1983): 410-22; Faustine Jones, A Traditional Model of Educational Excellence: Dunbar High School of Little Rock, Arkansas (Washington, D.C.: Howard University Press, 1981); Frederick Rodgers, The Black High School and Its Community (Lexington, Mass.: Lexington, 1967); Thomas Sowell, "Black Excellence: The Case of Dunbar High School," Public Interest 35 (Spring 1974): 1-21, and "Patterns of Black Excellence," Public Interest 43 (Spring 1976): 26-58. More recent scholarship emerged in the 1990s. Generally, it has been more widely disseminated and discussed. See Tamara Beauboeuf-Lafontant, "A Movement Against and Beyond Boundaries: 'Politically Relevant Teaching' among African American Teachers," Teachers College Record 100, no. 4 (1999): 702-23; David Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South (Chapel Hill: University of North Carolina Press, 1994); Michele Foster, "Constancy, Connectedness, and Constraints in the Lives of African American Teachers," National Women's Studies Journal 3, no. 2 (1990): 233-61, "The Politics of Race: Through the Eyes of African American Teachers," Journal of Education 172, no. 3 (1990): 123-41, Black Teachers on Teaching (New York: New Press, 1997); Rhonda Jeffries, "The Trickster Figure in African American Teaching: Pre- and Post-desegregation," Urban Review 26 (1994): 289-304; Alice McCullough-Garrett, "Reclaiming the African American Vision for Teaching: Toward an Educational Conversation," Journal of Negro Education 62, no. 4 (1993): 433-40; Vivian Morris and Curtis Morris, Creating Caring and Nurturing Educational Environments for African American Children (Westport, Conn.: Bergin & Garvey, 2000); George Noblit and Van Dempsey, The Social Construction of Virtue: The Moral Life of Schools (Albany, N.Y.: SUNY Press, 1996); Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina Press, 1996), "Caswell County Training School, 1933-1969: Relationships between Community and School," Harvard Educational Review 63, no. 2 (1993): 161-82, "Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics," Review of Educational Research 70, no. 3 (Fall 2000): 253-85, and "African American Teachers in Segregated Schools in the South, 1940-1969," American Educational Research Journal 38, no. 4 (2001). These scholarly descriptions are accompanied by a number of locally published histories that span both time periods. See Lenwood Davis, A History of Queen Street High School, 1928-1968 (Kingston, N.Y.: Tri State Services, 1996); W. Edwards, Preston Royster, and Lazarus Bates, The Education of Black Citizens in Halifax County, 1866-1969 (Springfield, Va.: Banister, 1979); Thelma Cayne Tilford-Weathers, A History of Louisville Central High School, 1882-1982 (Louisville, Ky.: Central High School Alumni Association, 1996).
18. The studies examining the structure of schooling in the segregated Black schools constitute three types. The earliest studies appeared in the 2 decades after desegregation, frequently in Black or lesser-known presses. See Alvis Adair, Desegregation: The Illusion of Black Progress (Lanham, Md.: University of America Press, 1984); Mary Gibson Hundley, The Dunbar Story (1870-1955) (New York: Vantage, 1965); Russell Irvine and Jackie Irvine, "The Impact of the Desegregation Process on the Education of Black Students: Key Variables," Journal of Negro Education 52, no. 4 (1983): 410-22; Faustine Jones, A Traditional Model of Educational Excellence: Dunbar High School of Little Rock, Arkansas (Washington, D.C.: Howard University Press, 1981); Frederick Rodgers, The Black High School and Its Community (Lexington, Mass.: Lexington, 1967); Thomas Sowell, "Black Excellence: The Case of Dunbar High School," Public Interest 35 (Spring 1974): 1-21, and "Patterns of Black Excellence," Public Interest 43 (Spring 1976): 26-58. More recent scholarship emerged in the 1990s. Generally, it has been more widely disseminated and discussed. See Tamara Beauboeuf-Lafontant, "A Movement Against and Beyond Boundaries: 'Politically Relevant Teaching' among African American Teachers," Teachers College Record 100, no. 4 (1999): 702-23; David Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South (Chapel Hill: University of North Carolina Press, 1994); Michele Foster, "Constancy, Connectedness, and Constraints in the Lives of African American Teachers," National Women's Studies Journal 3, no. 2 (1990): 233-61, "The Politics of Race: Through the Eyes of African American Teachers," Journal of Education 172, no. 3 (1990): 123-41, Black Teachers on Teaching (New York: New Press, 1997); Rhonda Jeffries, "The Trickster Figure in African American Teaching: Pre- and Post-desegregation," Urban Review 26 (1994): 289-304; Alice McCullough-Garrett, "Reclaiming the African American Vision for Teaching: Toward an Educational Conversation," Journal of Negro Education 62, no. 4 (1993): 433-40; Vivian Morris and Curtis Morris, Creating Caring and Nurturing Educational Environments for African American Children (Westport, Conn.: Bergin & Garvey, 2000); George Noblit and Van Dempsey, The Social Construction of Virtue: The Moral Life of Schools (Albany, N.Y.: SUNY Press, 1996); Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina Press, 1996), "Caswell County Training School, 1933-1969: Relationships between Community and School," Harvard Educational Review 63, no. 2 (1993): 161-82, "Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics," Review of Educational Research 70, no. 3 (Fall 2000): 253-85, and "African American Teachers in Segregated Schools in the South, 1940-1969," American Educational Research Journal 38, no. 4 (2001). These scholarly descriptions are accompanied by a number of locally published histories that span both time periods. See Lenwood Davis, A History of Queen Street High School, 1928-1968 (Kingston, N.Y.: Tri State Services, 1996); W. Edwards, Preston Royster, and Lazarus Bates, The Education of Black Citizens in Halifax County, 1866-1969 (Springfield, Va.: Banister, 1979); Thelma Cayne Tilford-Weathers, A History of Louisville Central High School, 1882-1982 (Louisville, Ky.: Central High School Alumni Association, 1996).
19. The studies examining the structure of schooling in the segregated Black schools constitute three types. The earliest studies appeared in the 2 decades after desegregation, frequently in Black or lesser-known presses. See Alvis Adair, Desegregation: The Illusion of Black Progress (Lanham, Md.: University of America Press, 1984); Mary Gibson Hundley, The Dunbar Story (1870-1955) (New York: Vantage, 1965); Russell Irvine and Jackie Irvine, "The Impact of the Desegregation Process on the Education of Black Students: Key Variables," Journal of Negro Education 52, no. 4 (1983): 410-22; Faustine Jones, A Traditional Model of Educational Excellence: Dunbar High School of Little Rock, Arkansas (Washington, D.C.: Howard University Press, 1981); Frederick Rodgers, The Black High School and Its Community (Lexington, Mass.: Lexington, 1967); Thomas Sowell, "Black Excellence: The Case of Dunbar High School," Public Interest 35 (Spring 1974): 1-21, and "Patterns of Black Excellence," Public Interest 43 (Spring 1976): 26-58. More recent scholarship emerged in the 1990s. Generally, it has been more widely disseminated and discussed. See Tamara Beauboeuf-Lafontant, "A Movement Against and Beyond Boundaries: 'Politically Relevant Teaching' among African American Teachers," Teachers College Record 100, no. 4 (1999): 702-23; David Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South (Chapel Hill: University of North Carolina Press, 1994); Michele Foster, "Constancy, Connectedness, and Constraints in the Lives of African American Teachers," National Women's Studies Journal 3, no. 2 (1990): 233-61, "The Politics of Race: Through the Eyes of African American Teachers," Journal of Education 172, no. 3 (1990): 123-41, Black Teachers on Teaching (New York: New Press, 1997); Rhonda Jeffries, "The Trickster Figure in African American Teaching: Pre- and Post-desegregation," Urban Review 26 (1994): 289-304; Alice McCullough-Garrett, "Reclaiming the African American Vision for Teaching: Toward an Educational Conversation," Journal of Negro Education 62, no. 4 (1993): 433-40; Vivian Morris and Curtis Morris, Creating Caring and Nurturing Educational Environments for African American Children (Westport, Conn.: Bergin & Garvey, 2000); George Noblit and Van Dempsey, The Social Construction of Virtue: The Moral Life of Schools (Albany, N.Y.: SUNY Press, 1996); Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina Press, 1996), "Caswell County Training School, 1933-1969: Relationships between Community and School," Harvard Educational Review 63, no. 2 (1993): 161-82, "Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics," Review of Educational Research 70, no. 3 (Fall 2000): 253-85, and "African American Teachers in Segregated Schools in the South, 1940-1969," American Educational Research Journal 38, no. 4 (2001). These scholarly descriptions are accompanied by a number of locally published histories that span both time periods. See Lenwood Davis, A History of Queen Street High School, 1928-1968 (Kingston, N.Y.: Tri State Services, 1996); W. Edwards, Preston Royster, and Lazarus Bates, The Education of Black Citizens in Halifax County, 1866-1969 (Springfield, Va.: Banister, 1979); Thelma Cayne Tilford-Weathers, A History of Louisville Central High School, 1882-1982 (Louisville, Ky.: Central High School Alumni Association, 1996).
20. The studies examining the structure of schooling in the segregated Black schools constitute three types. The earliest studies appeared in the 2 decades after desegregation, frequently in Black or lesser-known presses. See Alvis Adair, Desegregation: The Illusion of Black Progress (Lanham, Md.: University of America Press, 1984); Mary Gibson Hundley, The Dunbar Story (1870-1955) (New York: Vantage, 1965); Russell Irvine and Jackie Irvine, "The Impact of the Desegregation Process on the Education of Black Students: Key Variables," Journal of Negro Education 52, no. 4 (1983): 410-22; Faustine Jones, A Traditional Model of Educational Excellence: Dunbar High School of Little Rock, Arkansas (Washington, D.C.: Howard University Press, 1981); Frederick Rodgers, The Black High School and Its Community (Lexington, Mass.: Lexington, 1967); Thomas Sowell, "Black Excellence: The Case of Dunbar High School," Public Interest 35 (Spring 1974): 1-21, and "Patterns of Black Excellence," Public Interest 43 (Spring 1976): 26-58. More recent scholarship emerged in the 1990s. Generally, it has been more widely disseminated and discussed. See Tamara Beauboeuf-Lafontant, "A Movement Against and Beyond Boundaries: 'Politically Relevant Teaching' among African American Teachers," Teachers College Record 100, no. 4 (1999): 702-23; David Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South (Chapel Hill: University of North Carolina Press, 1994); Michele Foster, "Constancy, Connectedness, and Constraints in the Lives of African American Teachers," National Women's Studies Journal 3, no. 2 (1990): 233-61, "The Politics of Race: Through the Eyes of African American Teachers," Journal of Education 172, no. 3 (1990): 123-41, Black Teachers on Teaching (New York: New Press, 1997); Rhonda Jeffries, "The Trickster Figure in African American Teaching: Pre- and Post-desegregation," Urban Review 26 (1994): 289-304; Alice McCullough-Garrett, "Reclaiming the African American Vision for Teaching: Toward an Educational Conversation," Journal of Negro Education 62, no. 4 (1993): 433-40; Vivian Morris and Curtis Morris, Creating Caring and Nurturing Educational Environments for African American Children (Westport, Conn.: Bergin & Garvey, 2000); George Noblit and Van Dempsey, The Social Construction of Virtue: The Moral Life of Schools (Albany, N.Y.: SUNY Press, 1996); Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina Press, 1996), "Caswell County Training School, 1933-1969: Relationships between Community and School," Harvard Educational Review 63, no. 2 (1993): 161-82, "Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics," Review of Educational Research 70, no. 3 (Fall 2000): 253-85, and "African American Teachers in Segregated Schools in the South, 1940-1969," American Educational Research Journal 38, no. 4 (2001). These scholarly descriptions are accompanied by a number of locally published histories that span both time periods. See Lenwood Davis, A History of Queen Street High School, 1928-1968 (Kingston, N.Y.: Tri State Services, 1996); W. Edwards, Preston Royster, and Lazarus Bates, The Education of Black Citizens in Halifax County, 1866-1969 (Springfield, Va.: Banister, 1979); Thelma Cayne Tilford-Weathers, A History of Louisville Central High School, 1882-1982 (Louisville, Ky.: Central High School Alumni Association, 1996).
21. The studies examining the structure of schooling in the segregated Black schools constitute three types. The earliest studies appeared in the 2 decades after desegregation, frequently in Black or lesser-known presses. See Alvis Adair, Desegregation: The Illusion of Black Progress (Lanham, Md.: University of America Press, 1984); Mary Gibson Hundley, The Dunbar Story (1870-1955) (New York: Vantage, 1965); Russell Irvine and Jackie Irvine, "The Impact of the Desegregation Process on the Education of Black Students: Key Variables," Journal of Negro Education 52, no. 4 (1983): 410-22; Faustine Jones, A Traditional Model of Educational Excellence: Dunbar High School of Little Rock, Arkansas (Washington, D.C.: Howard University Press, 1981); Frederick Rodgers, The Black High School and Its Community (Lexington, Mass.: Lexington, 1967); Thomas Sowell, "Black Excellence: The Case of Dunbar High School," Public Interest 35 (Spring 1974): 1-21, and "Patterns of Black Excellence," Public Interest 43 (Spring 1976): 26-58. More recent scholarship emerged in the 1990s. Generally, it has been more widely disseminated and discussed. See Tamara Beauboeuf-Lafontant, "A Movement Against and Beyond Boundaries: 'Politically Relevant Teaching' among African American Teachers," Teachers College Record 100, no. 4 (1999): 702-23; David Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South (Chapel Hill: University of North Carolina Press, 1994); Michele Foster, "Constancy, Connectedness, and Constraints in the Lives of African American Teachers," National Women's Studies Journal 3, no. 2 (1990): 233-61, "The Politics of Race: Through the Eyes of African American Teachers," Journal of Education 172, no. 3 (1990): 123-41, Black Teachers on Teaching (New York: New Press, 1997); Rhonda Jeffries, "The Trickster Figure in African American Teaching: Pre- and Post-desegregation," Urban Review 26 (1994): 289-304; Alice McCullough-Garrett, "Reclaiming the African American Vision for Teaching: Toward an Educational Conversation," Journal of Negro Education 62, no. 4 (1993): 433-40; Vivian Morris and Curtis Morris, Creating Caring and Nurturing Educational Environments for African American Children (Westport, Conn.: Bergin & Garvey, 2000); George Noblit and Van Dempsey, The Social Construction of Virtue: The Moral Life of Schools (Albany, N.Y.: SUNY Press, 1996); Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina Press, 1996), "Caswell County Training School, 1933-1969: Relationships between Community and School," Harvard Educational Review 63, no. 2 (1993): 161-82, "Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics," Review of Educational Research 70, no. 3 (Fall 2000): 253-85, and "African American Teachers in Segregated Schools in the South, 1940-1969," American Educational Research Journal 38, no. 4 (2001). These scholarly descriptions are accompanied by a number of locally published histories that span both time periods. See Lenwood Davis, A History of Queen Street High School, 1928-1968 (Kingston, N.Y.: Tri State Services, 1996); W. Edwards, Preston Royster, and Lazarus Bates, The Education of Black Citizens in Halifax County, 1866-1969 (Springfield, Va.: Banister, 1979); Thelma Cayne Tilford-Weathers, A History of Louisville Central High School, 1882-1982 (Louisville, Ky.: Central High School Alumni Association, 1996).
22. The studies examining the structure of schooling in the segregated Black schools constitute three types. The earliest studies appeared in the 2 decades after desegregation, frequently in Black or lesser-known presses. See Alvis Adair, Desegregation: The Illusion of Black Progress (Lanham, Md.: University of America Press, 1984); Mary Gibson Hundley, The Dunbar Story (1870-1955) (New York: Vantage, 1965); Russell Irvine and Jackie Irvine, "The Impact of the Desegregation Process on the Education of Black Students: Key Variables," Journal of Negro Education 52, no. 4 (1983): 410-22; Faustine Jones, A Traditional Model of Educational Excellence: Dunbar High School of Little Rock, Arkansas (Washington, D.C.: Howard University Press, 1981); Frederick Rodgers, The Black High School and Its Community (Lexington, Mass.: Lexington, 1967); Thomas Sowell, "Black Excellence: The Case of Dunbar High School," Public Interest 35 (Spring 1974): 1-21, and "Patterns of Black Excellence," Public Interest 43 (Spring 1976): 26-58. More recent scholarship emerged in the 1990s. Generally, it has been more widely disseminated and discussed. See Tamara Beauboeuf-Lafontant, "A Movement Against and Beyond Boundaries: 'Politically Relevant Teaching' among African American Teachers," Teachers College Record 100, no. 4 (1999): 702-23; David Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South (Chapel Hill: University of North Carolina Press, 1994); Michele Foster, "Constancy, Connectedness, and Constraints in the Lives of African American Teachers," National Women's Studies Journal 3, no. 2 (1990): 233-61, "The Politics of Race: Through the Eyes of African American Teachers," Journal of Education 172, no. 3 (1990): 123-41, Black Teachers on Teaching (New York: New Press, 1997); Rhonda Jeffries, "The Trickster Figure in African American Teaching: Pre- and Post-desegregation," Urban Review 26 (1994): 289-304; Alice McCullough-Garrett, "Reclaiming the African American Vision for Teaching: Toward an Educational Conversation," Journal of Negro Education 62, no. 4 (1993): 433-40; Vivian Morris and Curtis Morris, Creating Caring and Nurturing Educational Environments for African American Children (Westport, Conn.: Bergin & Garvey, 2000); George Noblit and Van Dempsey, The Social Construction of Virtue: The Moral Life of Schools (Albany, N.Y.: SUNY Press, 1996); Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina Press, 1996), "Caswell County Training School, 1933-1969: Relationships between Community and School," Harvard Educational Review 63, no. 2 (1993): 161-82, "Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics," Review of Educational Research 70, no. 3 (Fall 2000): 253-85, and "African American Teachers in Segregated Schools in the South, 1940-1969," American Educational Research Journal 38, no. 4 (2001). These scholarly descriptions are accompanied by a number of locally published histories that span both time periods. See Lenwood Davis, A History of Queen Street High School, 1928-1968 (Kingston, N.Y.: Tri State Services, 1996); W. Edwards, Preston Royster, and Lazarus Bates, The Education of Black Citizens in Halifax County, 1866-1969 (Springfield, Va.: Banister, 1979); Thelma Cayne Tilford-Weathers, A History of Louisville Central High School, 1882-1982 (Louisville, Ky.: Central High School Alumni Association, 1996).
23. The studies examining the structure of schooling in the segregated Black schools constitute three types. The earliest studies appeared in the 2 decades after desegregation, frequently in Black or lesser-known presses. See Alvis Adair, Desegregation: The Illusion of Black Progress (Lanham, Md.: University of America Press, 1984); Mary Gibson Hundley, The Dunbar Story (1870-1955) (New York: Vantage, 1965); Russell Irvine and Jackie Irvine, "The Impact of the Desegregation Process on the Education of Black Students: Key Variables," Journal of Negro Education 52, no. 4 (1983): 410-22; Faustine Jones, A Traditional Model of Educational Excellence: Dunbar High School of Little Rock, Arkansas (Washington, D.C.: Howard University Press, 1981); Frederick Rodgers, The Black High School and Its Community (Lexington, Mass.: Lexington, 1967); Thomas Sowell, "Black Excellence: The Case of Dunbar High School," Public Interest 35 (Spring 1974): 1-21, and "Patterns of Black Excellence," Public Interest 43 (Spring 1976): 26-58. More recent scholarship emerged in the 1990s. Generally, it has been more widely disseminated and discussed. See Tamara Beauboeuf-Lafontant, "A Movement Against and Beyond Boundaries: 'Politically Relevant Teaching' among African American Teachers," Teachers College Record 100, no. 4 (1999): 702-23; David Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South (Chapel Hill: University of North Carolina Press, 1994); Michele Foster, "Constancy, Connectedness, and Constraints in the Lives of African American Teachers," National Women's Studies Journal 3, no. 2 (1990): 233-61, "The Politics of Race: Through the Eyes of African American Teachers," Journal of Education 172, no. 3 (1990): 123-41, Black Teachers on Teaching (New York: New Press, 1997); Rhonda Jeffries, "The Trickster Figure in African American Teaching: Pre- and Post-desegregation," Urban Review 26 (1994): 289-304; Alice McCullough-Garrett, "Reclaiming the African American Vision for Teaching: Toward an Educational Conversation," Journal of Negro Education 62, no. 4 (1993): 433-40; Vivian Morris and Curtis Morris, Creating Caring and Nurturing Educational Environments for African American Children (Westport, Conn.: Bergin & Garvey, 2000); George Noblit and Van Dempsey, The Social Construction of Virtue: The Moral Life of Schools (Albany, N.Y.: SUNY Press, 1996); Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina Press, 1996), "Caswell County Training School, 1933-1969: Relationships between Community and School," Harvard Educational Review 63, no. 2 (1993): 161-82, "Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics," Review of Educational Research 70, no. 3 (Fall 2000): 253-85, and "African American Teachers in Segregated Schools in the South, 1940-1969," American Educational Research Journal 38, no. 4 (2001). These scholarly descriptions are accompanied by a number of locally published histories that span both time periods. See Lenwood Davis, A History of Queen Street High School, 1928-1968 (Kingston, N.Y.: Tri State Services, 1996); W. Edwards, Preston Royster, and Lazarus Bates, The Education of Black Citizens in Halifax County, 1866-1969 (Springfield, Va.: Banister, 1979); Thelma Cayne Tilford-Weathers, A History of Louisville Central High School, 1882-1982 (Louisville, Ky.: Central High School Alumni Association, 1996).
24. The studies examining the structure of schooling in the segregated Black schools constitute three types. The earliest studies appeared in the 2 decades after desegregation, frequently in Black or lesser-known presses. See Alvis Adair, Desegregation: The Illusion of Black Progress (Lanham, Md.: University of America Press, 1984); Mary Gibson Hundley, The Dunbar Story (1870-1955) (New York: Vantage, 1965); Russell Irvine and Jackie Irvine, "The Impact of the Desegregation Process on the Education of Black Students: Key Variables," Journal of Negro Education 52, no. 4 (1983): 410-22; Faustine Jones, A Traditional Model of Educational Excellence: Dunbar High School of Little Rock, Arkansas (Washington, D.C.: Howard University Press, 1981); Frederick Rodgers, The Black High School and Its Community (Lexington, Mass.: Lexington, 1967); Thomas Sowell, "Black Excellence: The Case of Dunbar High School," Public Interest 35 (Spring 1974): 1-21, and "Patterns of Black Excellence," Public Interest 43 (Spring 1976): 26-58. More recent scholarship emerged in the 1990s. Generally, it has been more widely disseminated and discussed. See Tamara Beauboeuf-Lafontant, "A Movement Against and Beyond Boundaries: 'Politically Relevant Teaching' among African American Teachers," Teachers College Record 100, no. 4 (1999): 702-23; David Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South (Chapel Hill: University of North Carolina Press, 1994); Michele Foster, "Constancy, Connectedness, and Constraints in the Lives of African American Teachers," National Women's Studies Journal 3, no. 2 (1990): 233-61, "The Politics of Race: Through the Eyes of African American Teachers," Journal of Education 172, no. 3 (1990): 123-41, Black Teachers on Teaching (New York: New Press, 1997); Rhonda Jeffries, "The Trickster Figure in African American Teaching: Pre- and Post-desegregation," Urban Review 26 (1994): 289-304; Alice McCullough-Garrett, "Reclaiming the African American Vision for Teaching: Toward an Educational Conversation," Journal of Negro Education 62, no. 4 (1993): 433-40; Vivian Morris and Curtis Morris, Creating Caring and Nurturing Educational Environments for African American Children (Westport, Conn.: Bergin & Garvey, 2000); George Noblit and Van Dempsey, The Social Construction of Virtue: The Moral Life of Schools (Albany, N.Y.: SUNY Press, 1996); Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina Press, 1996), "Caswell County Training School, 1933-1969: Relationships between Community and School," Harvard Educational Review 63, no. 2 (1993): 161-82, "Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics," Review of Educational Research 70, no. 3 (Fall 2000): 253-85, and "African American Teachers in Segregated Schools in the South, 1940-1969," American Educational Research Journal 38, no. 4 (2001). These scholarly descriptions are accompanied by a number of locally published histories that span both time periods. See Lenwood Davis, A History of Queen Street High School, 1928-1968 (Kingston, N.Y.: Tri State Services, 1996); W. Edwards, Preston Royster, and Lazarus Bates, The Education of Black Citizens in Halifax County, 1866-1969 (Springfield, Va.: Banister, 1979); Thelma Cayne Tilford-Weathers, A History of Louisville Central High School, 1882-1982 (Louisville, Ky.: Central High School Alumni Association, 1996).
25. The studies examining the structure of schooling in the segregated Black schools constitute three types. The earliest studies appeared in the 2 decades after desegregation, frequently in Black or lesser-known presses. See Alvis Adair, Desegregation: The Illusion of Black Progress (Lanham, Md.: University of America Press, 1984); Mary Gibson Hundley, The Dunbar Story (1870-1955) (New York: Vantage, 1965); Russell Irvine and Jackie Irvine, "The Impact of the Desegregation Process on the Education of Black Students: Key Variables," Journal of Negro Education 52, no. 4 (1983): 410-22; Faustine Jones, A Traditional Model of Educational Excellence: Dunbar High School of Little Rock, Arkansas (Washington, D.C.: Howard University Press, 1981); Frederick Rodgers, The Black High School and Its Community (Lexington, Mass.: Lexington, 1967); Thomas Sowell, "Black Excellence: The Case of Dunbar High School," Public Interest 35 (Spring 1974): 1-21, and "Patterns of Black Excellence," Public Interest 43 (Spring 1976): 26-58. More recent scholarship emerged in the 1990s. Generally, it has been more widely disseminated and discussed. See Tamara Beauboeuf-Lafontant, "A Movement Against and Beyond Boundaries: 'Politically Relevant Teaching' among African American Teachers," Teachers College Record 100, no. 4 (1999): 702-23; David Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South (Chapel Hill: University of North Carolina Press, 1994); Michele Foster, "Constancy, Connectedness, and Constraints in the Lives of African American Teachers," National Women's Studies Journal 3, no. 2 (1990): 233-61, "The Politics of Race: Through the Eyes of African American Teachers," Journal of Education 172, no. 3 (1990): 123-41, Black Teachers on Teaching (New York: New Press, 1997); Rhonda Jeffries, "The Trickster Figure in African American Teaching: Pre- and Post-desegregation," Urban Review 26 (1994): 289-304; Alice McCullough-Garrett, "Reclaiming the African American Vision for Teaching: Toward an Educational Conversation," Journal of Negro Education 62, no. 4 (1993): 433-40; Vivian Morris and Curtis Morris, Creating Caring and Nurturing Educational Environments for African American Children (Westport, Conn.: Bergin & Garvey, 2000); George Noblit and Van Dempsey, The Social Construction of Virtue: The Moral Life of Schools (Albany, N.Y.: SUNY Press, 1996); Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina Press, 1996), "Caswell County Training School, 1933-1969: Relationships between Community and School," Harvard Educational Review 63, no. 2 (1993): 161-82, "Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics," Review of Educational Research 70, no. 3 (Fall 2000): 253-85, and "African American Teachers in Segregated Schools in the South, 1940-1969," American Educational Research Journal 38, no. 4 (2001). These scholarly descriptions are accompanied by a number of locally published histories that span both time periods. See Lenwood Davis, A History of Queen Street High School, 1928-1968 (Kingston, N.Y.: Tri State Services, 1996); W. Edwards, Preston Royster, and Lazarus Bates, The Education of Black Citizens in Halifax County, 1866-1969 (Springfield, Va.: Banister, 1979); Thelma Cayne Tilford-Weathers, A History of Louisville Central High School, 1882-1982 (Louisville, Ky.: Central High School Alumni Association, 1996).
26. The studies examining the structure of schooling in the segregated Black schools constitute three types. The earliest studies appeared in the 2 decades after desegregation, frequently in Black or lesser-known presses. See Alvis Adair, Desegregation: The Illusion of Black Progress (Lanham, Md.: University of America Press, 1984); Mary Gibson Hundley, The Dunbar Story (1870-1955) (New York: Vantage, 1965); Russell Irvine and Jackie Irvine, "The Impact of the Desegregation Process on the Education of Black Students: Key Variables," Journal of Negro Education 52, no. 4 (1983): 410-22; Faustine Jones, A Traditional Model of Educational Excellence: Dunbar High School of Little Rock, Arkansas (Washington, D.C.: Howard University Press, 1981); Frederick Rodgers, The Black High School and Its Community (Lexington, Mass.: Lexington, 1967); Thomas Sowell, "Black Excellence: The Case of Dunbar High School," Public Interest 35 (Spring 1974): 1-21, and "Patterns of Black Excellence," Public Interest 43 (Spring 1976): 26-58. More recent scholarship emerged in the 1990s. Generally, it has been more widely disseminated and discussed. See Tamara Beauboeuf-Lafontant, "A Movement Against and Beyond Boundaries: 'Politically Relevant Teaching' among African American Teachers," Teachers College Record 100, no. 4 (1999): 702-23; David Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South (Chapel Hill: University of North Carolina Press, 1994); Michele Foster, "Constancy, Connectedness, and Constraints in the Lives of African American Teachers," National Women's Studies Journal 3, no. 2 (1990): 233-61, "The Politics of Race: Through the Eyes of African American Teachers," Journal of Education 172, no. 3 (1990): 123-41, Black Teachers on Teaching (New York: New Press, 1997); Rhonda Jeffries, "The Trickster Figure in African American Teaching: Pre- and Post-desegregation," Urban Review 26 (1994): 289-304; Alice McCullough-Garrett, "Reclaiming the African American Vision for Teaching: Toward an Educational Conversation," Journal of Negro Education 62, no. 4 (1993): 433-40; Vivian Morris and Curtis Morris, Creating Caring and Nurturing Educational Environments for African American Children (Westport, Conn.: Bergin & Garvey, 2000); George Noblit and Van Dempsey, The Social Construction of Virtue: The Moral Life of Schools (Albany, N.Y.: SUNY Press, 1996); Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina Press, 1996), "Caswell County Training School, 1933-1969: Relationships between Community and School," Harvard Educational Review 63, no. 2 (1993): 161-82, "Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics," Review of Educational Research 70, no. 3 (Fall 2000): 253-85, and "African American Teachers in Segregated Schools in the South, 1940-1969," American Educational Research Journal 38, no. 4 (2001). These scholarly descriptions are accompanied by a number of locally published histories that span both time periods. See Lenwood Davis, A History of Queen Street High School, 1928-1968 (Kingston, N.Y.: Tri State Services, 1996); W. Edwards, Preston Royster, and Lazarus Bates, The Education of Black Citizens in Halifax County, 1866-1969 (Springfield, Va.: Banister, 1979); Thelma Cayne Tilford-Weathers, A History of Louisville Central High School, 1882-1982 (Louisville, Ky.: Central High School Alumni Association, 1996).
27. The studies examining the structure of schooling in the segregated Black schools constitute three types. The earliest studies appeared in the 2 decades after desegregation, frequently in Black or lesser-known presses. See Alvis Adair, Desegregation: The Illusion of Black Progress (Lanham, Md.: University of America Press, 1984); Mary Gibson Hundley, The Dunbar Story (1870-1955) (New York: Vantage, 1965); Russell Irvine and Jackie Irvine, "The Impact of the Desegregation Process on the Education of Black Students: Key Variables," Journal of Negro Education 52, no. 4 (1983): 410-22; Faustine Jones, A Traditional Model of Educational Excellence: Dunbar High School of Little Rock, Arkansas (Washington, D.C.: Howard University Press, 1981); Frederick Rodgers, The Black High School and Its Community (Lexington, Mass.: Lexington, 1967); Thomas Sowell, "Black Excellence: The Case of Dunbar High School," Public Interest 35 (Spring 1974): 1-21, and "Patterns of Black Excellence," Public Interest 43 (Spring 1976): 26-58. More recent scholarship emerged in the 1990s. Generally, it has been more widely disseminated and discussed. See Tamara Beauboeuf-Lafontant, "A Movement Against and Beyond Boundaries: 'Politically Relevant Teaching' among African American Teachers," Teachers College Record 100, no. 4 (1999): 702-23; David Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South (Chapel Hill: University of North Carolina Press, 1994); Michele Foster, "Constancy, Connectedness, and Constraints in the Lives of African American Teachers," National Women's Studies Journal 3, no. 2 (1990): 233-61, "The Politics of Race: Through the Eyes of African American Teachers," Journal of Education 172, no. 3 (1990): 123-41, Black Teachers on Teaching (New York: New Press, 1997); Rhonda Jeffries, "The Trickster Figure in African American Teaching: Pre- and Post-desegregation," Urban Review 26 (1994): 289-304; Alice McCullough-Garrett, "Reclaiming the African American Vision for Teaching: Toward an Educational Conversation," Journal of Negro Education 62, no. 4 (1993): 433-40; Vivian Morris and Curtis Morris, Creating Caring and Nurturing Educational Environments for African American Children (Westport, Conn.: Bergin & Garvey, 2000); George Noblit and Van Dempsey, The Social Construction of Virtue: The Moral Life of Schools (Albany, N.Y.: SUNY Press, 1996); Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina Press, 1996), "Caswell County Training School, 1933-1969: Relationships between Community and School," Harvard Educational Review 63, no. 2 (1993): 161-82, "Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics," Review of Educational Research 70, no. 3 (Fall 2000): 253-85, and "African American Teachers in Segregated Schools in the South, 1940-1969," American Educational Research Journal 38, no. 4 (2001). These scholarly descriptions are accompanied by a number of locally published histories that span both time periods. See Lenwood Davis, A History of Queen Street High School, 1928-1968 (Kingston, N.Y.: Tri State Services, 1996); W. Edwards, Preston Royster, and Lazarus Bates, The Education of Black Citizens in Halifax County, 1866-1969 (Springfield, Va.: Banister, 1979); Thelma Cayne Tilford-Weathers, A History of Louisville Central High School, 1882-1982 (Louisville, Ky.: Central High School Alumni Association, 1996).
28. The studies examining the structure of schooling in the segregated Black schools constitute three types. The earliest studies appeared in the 2 decades after desegregation, frequently in Black or lesser-known presses. See Alvis Adair, Desegregation: The Illusion of Black Progress (Lanham, Md.: University of America Press, 1984); Mary Gibson Hundley, The Dunbar Story (1870-1955) (New York: Vantage, 1965); Russell Irvine and Jackie Irvine, "The Impact of the Desegregation Process on the Education of Black Students: Key Variables," Journal of Negro Education 52, no. 4 (1983): 410-22; Faustine Jones, A Traditional Model of Educational Excellence: Dunbar High School of Little Rock, Arkansas (Washington, D.C.: Howard University Press, 1981); Frederick Rodgers, The Black High School and Its Community (Lexington, Mass.: Lexington, 1967); Thomas Sowell, "Black Excellence: The Case of Dunbar High School," Public Interest 35 (Spring 1974): 1-21, and "Patterns of Black Excellence," Public Interest 43 (Spring 1976): 26-58. More recent scholarship emerged in the 1990s. Generally, it has been more widely disseminated and discussed. See Tamara Beauboeuf-Lafontant, "A Movement Against and Beyond Boundaries: 'Politically Relevant Teaching' among African American Teachers," Teachers College Record 100, no. 4 (1999): 702-23; David Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South (Chapel Hill: University of North Carolina Press, 1994); Michele Foster, "Constancy, Connectedness, and Constraints in the Lives of African American Teachers," National Women's Studies Journal 3, no. 2 (1990): 233-61, "The Politics of Race: Through the Eyes of African American Teachers," Journal of Education 172, no. 3 (1990): 123-41, Black Teachers on Teaching (New York: New Press, 1997); Rhonda Jeffries, "The Trickster Figure in African American Teaching: Pre- and Post-desegregation," Urban Review 26 (1994): 289-304; Alice McCullough-Garrett, "Reclaiming the African American Vision for Teaching: Toward an Educational Conversation," Journal of Negro Education 62, no. 4 (1993): 433-40; Vivian Morris and Curtis Morris, Creating Caring and Nurturing Educational Environments for African American Children (Westport, Conn.: Bergin & Garvey, 2000); George Noblit and Van Dempsey, The Social Construction of Virtue: The Moral Life of Schools (Albany, N.Y.: SUNY Press, 1996); Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina Press, 1996), "Caswell County Training School, 1933-1969: Relationships between Community and School," Harvard Educational Review 63, no. 2 (1993): 161-82, "Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics," Review of Educational Research 70, no. 3 (Fall 2000): 253-85, and "African American Teachers in Segregated Schools in the South, 1940-1969," American Educational Research Journal 38, no. 4 (2001). These scholarly descriptions are accompanied by a number of locally published histories that span both time periods. See Lenwood Davis, A History of Queen Street High School, 1928-1968
29. The studies examining the structure of schooling in the segregated Black schools constitute three types. The earliest studies appeared in the 2 decades after desegregation, frequently in Black or lesser-known presses. See Alvis Adair, Desegregation: The Illusion of Black Progress (Lanham, Md.: University of America Press, 1984); Mary Gibson Hundley, The Dunbar Story (1870-1955) (New York: Vantage, 1965); Russell Irvine and Jackie Irvine, "The Impact of the Desegregation Process on the Education of Black Students: Key Variables," Journal of Negro Education 52, no. 4 (1983): 410-22; Faustine Jones, A Traditional Model of Educational Excellence: Dunbar High School of Little Rock, Arkansas (Washington, D.C.: Howard University Press, 1981); Frederick Rodgers, The Black High School and Its Community (Lexington, Mass.: Lexington, 1967); Thomas Sowell, "Black Excellence: The Case of Dunbar High School," Public Interest 35 (Spring 1974): 1-21, and "Patterns of Black Excellence," Public Interest 43 (Spring 1976): 26-58. More recent scholarship emerged in the 1990s. Generally, it has been more widely disseminated and discussed. See Tamara Beauboeuf-Lafontant, "A Movement Against and Beyond Boundaries: 'Politically Relevant Teaching' among African American Teachers," Teachers College Record 100, no. 4 (1999): 702-23; David Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South (Chapel Hill: University of North Carolina Press, 1994); Michele Foster, "Constancy, Connectedness, and Constraints in the Lives of African American Teachers," National Women's Studies Journal 3, no. 2 (1990): 233-61, "The Politics of Race: Through the Eyes of African American Teachers," Journal of Education 172, no. 3 (1990): 123-41, Black Teachers on Teaching (New York: New Press, 1997); Rhonda Jeffries, "The Trickster Figure in African American Teaching: Pre- and Post-desegregation," Urban Review 26 (1994): 289-304; Alice McCullough-Garrett, "Reclaiming the African American Vision for Teaching: Toward an Educational Conversation," Journal of Negro Education 62, no. 4 (1993): 433-40; Vivian Morris and Curtis Morris, Creating Caring and Nurturing Educational Environments for African American Children (Westport, Conn.: Bergin & Garvey, 2000); George Noblit and Van Dempsey, The Social Construction of Virtue: The Moral Life of Schools (Albany, N.Y.: SUNY Press, 1996); Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina Press, 1996), "Caswell County Training School, 1933-1969: Relationships between Community and School," Harvard Educational Review 63, no. 2 (1993): 161-82, "Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics," Review of Educational Research 70, no. 3 (Fall 2000): 253-85, and "African American Teachers in Segregated Schools in the South, 1940-1969," American Educational Research Journal 38, no. 4 (2001). These scholarly descriptions are accompanied by a number of locally published histories that span both time periods. See Lenwood Davis, A History of Queen Street High School, 1928-1968 (Kingston, N.Y.: Tri State Services, 1996); W. Edwards, Preston Royster, and Lazarus Bates, The Education of Black Citizens in Halifax County, 1866-1969 (Springfield, Va.: Banister, 1979); Thelma Cayne Tilford-Weathers, A History of Louisville Central High School, 1882-1982 (Louisville, Ky.: Central High School Alumni Association, 1996).
30. The studies examining the structure of schooling in the segregated Black schools constitute three types. The earliest studies appeared in the 2 decades after desegregation, frequently in Black or lesser-known presses. See Alvis Adair, Desegregation: The Illusion of Black Progress (Lanham, Md.: University of America Press, 1984); Mary Gibson Hundley, The Dunbar Story (1870-1955) (New York: Vantage, 1965); Russell Irvine and Jackie Irvine, "The Impact of the Desegregation Process on the Education of Black Students: Key Variables," Journal of Negro Education 52, no. 4 (1983): 410-22; Faustine Jones, A Traditional Model of Educational Excellence: Dunbar High School of Little Rock, Arkansas (Washington, D.C.: Howard University Press, 1981); Frederick Rodgers, The Black High School and Its Community (Lexington, Mass.: Lexington, 1967); Thomas Sowell, "Black Excellence: The Case of Dunbar High School," Public Interest 35 (Spring 1974): 1-21, and "Patterns of Black Excellence," Public Interest 43 (Spring 1976): 26-58. More recent scholarship emerged in the 1990s. Generally, it has been more widely disseminated and discussed. See Tamara Beauboeuf-Lafontant, "A Movement Against and Beyond Boundaries: 'Politically Relevant Teaching' among African American Teachers," Teachers College Record 100, no. 4 (1999): 702-23; David Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South (Chapel Hill: University of North Carolina Press, 1994); Michele Foster, "Constancy, Connectedness, and Constraints in the Lives of African American Teachers," National Women's Studies Journal 3, no. 2 (1990): 233-61, "The Politics of Race: Through the Eyes of African American Teachers," Journal of Education 172, no. 3 (1990): 123-41, Black Teachers on Teaching (New York: New Press, 1997); Rhonda Jeffries, "The Trickster Figure in African American Teaching: Pre- and Post-desegregation," Urban Review 26 (1994): 289-304; Alice McCullough-Garrett, "Reclaiming the African American Vision for Teaching: Toward an Educational Conversation," Journal of Negro Education 62, no. 4 (1993): 433-40; Vivian Morris and Curtis Morris, Creating Caring and Nurturing Educational Environments for African American Children (Westport, Conn.: Bergin & Garvey, 2000); George Noblit and Van Dempsey, The Social Construction of Virtue: The Moral Life of Schools (Albany, N.Y.: SUNY Press, 1996); Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina Press, 1996), "Caswell County Training School, 1933-1969: Relationships between Community and School," Harvard Educational Review 63, no. 2 (1993): 161-82, "Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics," Review of Educational Research 70, no. 3 (Fall 2000): 253-85, and "African American Teachers in Segregated Schools in the South, 1940-1969," American Educational Research Journal 38, no. 4 (2001). These scholarly descriptions are accompanied by a number of locally published histories that span both time periods. See Lenwood Davis, A History of Queen Street High School, 1928-1968 (Kingston, N.Y.: Tri State Services, 1996); W. Edwards, Preston Royster, and Lazarus Bates, The Education of Black Citizens in Halifax County, 1866-1969 (Springfield, Va.: Banister, 1979); Thelma Cayne Tilford-Weathers, A History of Louisville Central High School, 1882-1982 (Louisville, Ky.: Central High School Alumni Association, 1996).
31. The studies examining the structure of schooling in the segregated Black schools constitute three types. The earliest studies appeared in the 2 decades after desegregation, frequently in Black or lesser-known presses. See Alvis Adair, Desegregation: The Illusion of Black Progress (Lanham, Md.: University of America Press, 1984); Mary Gibson Hundley, The Dunbar Story (1870-1955) (New York: Vantage, 1965); Russell Irvine and Jackie Irvine, "The Impact of the Desegregation Process on the Education of Black Students: Key Variables," Journal of Negro Education 52, no. 4 (1983): 410-22; Faustine Jones, A Traditional Model of Educational Excellence: Dunbar High School of Little Rock, Arkansas (Washington, D.C.: Howard University Press, 1981); Frederick Rodgers, The Black High School and Its Community (Lexington, Mass.: Lexington, 1967); Thomas Sowell, "Black Excellence: The Case of Dunbar High School," Public Interest 35 (Spring 1974): 1-21, and "Patterns of Black Excellence," Public Interest 43 (Spring 1976): 26-58. More recent scholarship emerged in the 1990s. Generally, it has been more widely disseminated and discussed. See Tamara Beauboeuf-Lafontant, "A Movement Against and Beyond Boundaries: 'Politically Relevant Teaching' among African American Teachers," Teachers College Record 100, no. 4 (1999): 702-23; David Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South (Chapel Hill: University of North Carolina Press, 1994); Michele Foster, "Constancy, Connectedness, and Constraints in the Lives of African American Teachers," National Women's Studies Journal 3, no. 2 (1990): 233-61, "The Politics of Race: Through the Eyes of African American Teachers," Journal of Education 172, no. 3 (1990): 123-41, Black Teachers on Teaching (New York: New Press, 1997); Rhonda Jeffries, "The Trickster Figure in African American Teaching: Pre- and Post-desegregation," Urban Review 26 (1994): 289-304; Alice McCullough-Garrett, "Reclaiming the African American Vision for Teaching: Toward an Educational Conversation," Journal of Negro Education 62, no. 4 (1993): 433-40; Vivian Morris and Curtis Morris, Creating Caring and Nurturing Educational Environments for African American Children (Westport, Conn.: Bergin & Garvey, 2000); George Noblit and Van Dempsey, The Social Construction of Virtue: The Moral Life of Schools (Albany, N.Y.: SUNY Press, 1996); Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina Press, 1996), "Caswell County Training School, 1933-1969: Relationships between Community and School," Harvard Educational Review 63, no. 2 (1993): 161-82, "Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics," Review of Educational Research 70, no. 3 (Fall 2000): 253-85, and "African American Teachers in Segregated Schools in the South, 1940-1969," American Educational Research Journal 38, no. 4 (2001). These scholarly descriptions are accompanied by a number of locally published histories that span both time periods. See Lenwood Davis, A History of Queen Street High School, 1928-1968 (Kingston, N.Y.: Tri State Services, 1996); W. Edwards, Preston Royster, and Lazarus Bates, The Education of Black Citizens in Halifax County, 1866-1969 (Springfield, Va.: Banister, 1979); Thelma Cayne Tilford-Weathers, A History of Louisville Central High School, 1882-1982 (Louisville, Ky.: Central High School Alumni Association, 1996).
32. The studies examining the structure of schooling in the segregated Black schools constitute three types. The earliest studies appeared in the 2 decades after desegregation, frequently in Black or lesser-known presses. See Alvis Adair, Desegregation: The Illusion of Black Progress (Lanham, Md.: University of America Press, 1984); Mary Gibson Hundley, The Dunbar Story (1870-1955) (New York: Vantage, 1965); Russell Irvine and Jackie Irvine, "The Impact of the Desegregation Process on the Education of Black Students: Key Variables," Journal of Negro Education 52, no. 4 (1983): 410-22; Faustine Jones, A Traditional Model of Educational Excellence: Dunbar High School of Little Rock, Arkansas (Washington, D.C.: Howard University Press, 1981); Frederick Rodgers, The Black High School and Its Community (Lexington, Mass.: Lexington, 1967); Thomas Sowell, "Black Excellence: The Case of Dunbar High School," Public Interest 35 (Spring 1974): 1-21, and "Patterns of Black Excellence," Public Interest 43 (Spring 1976): 26-58. More recent scholarship emerged in the 1990s. Generally, it has been more widely disseminated and discussed. See Tamara Beauboeuf-Lafontant, "A Movement Against and Beyond Boundaries: 'Politically Relevant Teaching' among African American Teachers," Teachers College Record 100, no. 4 (1999): 702-23; David Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South (Chapel Hill: University of North Carolina Press, 1994); Michele Foster, "Constancy, Connectedness, and Constraints in the Lives of African American Teachers," National Women's Studies Journal 3, no. 2 (1990): 233-61, "The Politics of Race: Through the Eyes of African American Teachers," Journal of Education 172, no. 3 (1990): 123-41, Black Teachers on Teaching (New York: New Press, 1997); Rhonda Jeffries, "The Trickster Figure in African American Teaching: Pre- and Post-desegregation," Urban Review 26 (1994): 289-304; Alice McCullough-Garrett, "Reclaiming the African American Vision for Teaching: Toward an Educational Conversation," Journal of Negro Education 62, no. 4 (1993): 433-40; Vivian Morris and Curtis Morris, Creating Caring and Nurturing Educational Environments for African American Children (Westport, Conn.: Bergin & Garvey, 2000); George Noblit and Van Dempsey, The Social Construction of Virtue: The Moral Life of Schools (Albany, N.Y.: SUNY Press, 1996); Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina Press, 1996), "Caswell County Training School, 1933-1969: Relationships between Community and School," Harvard Educational Review 63, no. 2 (1993): 161-82, "Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics," Review of Educational Research 70, no. 3 (Fall 2000): 253-85, and "African American Teachers in Segregated Schools in the South, 1940-1969," American Educational Research Journal 38, no. 4 (2001). These scholarly descriptions are accompanied by a number of locally published histories that span both time periods. See Lenwood Davis, A History of Queen Street High School, 1928-1968 (Kingston, N.Y.: Tri State Services, 1996); W. Edwards, Preston Royster, and Lazarus Bates, The Education of Black Citizens in Halifax County, 1866-1969 (Springfield, Va.: Banister, 1979); Thelma Cayne Tilford-Weathers, A History of Louisville Central High School, 1882-1982 (Louisville, Ky.: Central High School Alumni Association, 1996).
33. The studies examining the structure of schooling in the segregated Black schools constitute three types. The earliest studies appeared in the 2 decades after desegregation, frequently in Black or lesser-known presses. See Alvis Adair, Desegregation: The Illusion of Black Progress (Lanham, Md.: University of America Press, 1984); Mary Gibson Hundley, The Dunbar Story (1870-1955) (New York: Vantage, 1965); Russell Irvine and Jackie Irvine, "The Impact of the Desegregation Process on the Education of Black Students: Key Variables," Journal of Negro Education 52, no. 4 (1983): 410-22; Faustine Jones, A Traditional Model of Educational Excellence: Dunbar High School of Little Rock, Arkansas (Washington, D.C.: Howard University Press, 1981); Frederick Rodgers, The Black High School and Its Community (Lexington, Mass.: Lexington, 1967); Thomas Sowell, "Black Excellence: The Case of Dunbar High School," Public Interest 35 (Spring 1974): 1-21, and "Patterns of Black Excellence," Public Interest 43 (Spring 1976): 26-58. More recent scholarship emerged in the 1990s. Generally, it has been more widely disseminated and discussed. See Tamara Beauboeuf-Lafontant, "A Movement Against and Beyond Boundaries: 'Politically Relevant Teaching' among African American Teachers," Teachers College Record 100, no. 4 (1999): 702-23; David Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South (Chapel Hill: University of North Carolina Press, 1994); Michele Foster, "Constancy, Connectedness, and Constraints in the Lives of African American Teachers," National Women's Studies Journal 3, no. 2 (1990): 233-61, "The Politics of Race: Through the Eyes of African American Teachers," Journal of Education 172, no. 3 (1990): 123-41, Black Teachers on Teaching (New York: New Press, 1997); Rhonda Jeffries, "The Trickster Figure in African American Teaching: Pre- and Post-desegregation," Urban Review 26 (1994): 289-304; Alice McCullough-Garrett, "Reclaiming the African American Vision for Teaching: Toward an Educational Conversation," Journal of Negro Education 62, no. 4 (1993): 433-40; Vivian Morris and Curtis Morris, Creating Caring and Nurturing Educational Environments for African American Children (Westport, Conn.: Bergin & Garvey, 2000); George Noblit and Van Dempsey, The Social Construction of Virtue: The Moral Life of Schools (Albany, N.Y.: SUNY Press, 1996); Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina Press, 1996), "Caswell County Training School, 1933-1969: Relationships between Community and School," Harvard Educational Review 63, no. 2 (1993): 161-82, "Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics," Review of Educational Research 70, no. 3 (Fall 2000): 253-85, and "African American Teachers in Segregated Schools in the South, 1940-1969," American Educational Research Journal 38, no. 4 (2001). These scholarly descriptions are accompanied by a number of locally published histories that span both time periods. See Lenwood Davis, A History of Queen Street High School, 1928-1968 (Kingston, N.Y.: Tri State Services, 1996); W. Edwards, Preston Royster, and Lazarus Bates, The Education of Black Citizens in Halifax County, 1866-1969 (Springfield, Va.: Banister, 1979); Thelma Cayne Tilford-Weathers, A History of Louisville Central High School, 1882-1982 (Louisville, Ky.: Central High School Alumni Association, 1996).
34. The studies examining the structure of schooling in the segregated Black schools constitute three types. The earliest studies appeared in the 2 decades after desegregation, frequently in Black or lesser-known presses. See Alvis Adair, Desegregation: The Illusion of Black Progress (Lanham, Md.: University of America Press, 1984); Mary Gibson Hundley, The Dunbar Story (1870-1955) (New York: Vantage, 1965); Russell Irvine and Jackie Irvine, "The Impact of the Desegregation Process on the Education of Black Students: Key Variables," Journal of Negro Education 52, no. 4 (1983): 410-22; Faustine Jones, A Traditional Model of Educational Excellence: Dunbar High School of Little Rock, Arkansas (Washington, D.C.: Howard University Press, 1981); Frederick Rodgers, The Black High School and Its Community (Lexington, Mass.: Lexington, 1967); Thomas Sowell, "Black Excellence: The Case of Dunbar High School," Public Interest 35 (Spring 1974): 1-21, and "Patterns of Black Excellence," Public Interest 43 (Spring 1976): 26-58. More recent scholarship emerged in the 1990s. Generally, it has been more widely disseminated and discussed. See Tamara Beauboeuf-Lafontant, "A Movement Against and Beyond Boundaries: 'Politically Relevant Teaching' among African American Teachers," Teachers College Record 100, no. 4 (1999): 702-23; David Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South (Chapel Hill: University of North Carolina Press, 1994); Michele Foster, "Constancy, Connectedness, and Constraints in the Lives of African American Teachers," National Women's Studies Journal 3, no. 2 (1990): 233-61, "The Politics of Race: Through the Eyes of African American Teachers," Journal of Education 172, no. 3 (1990): 123-41, Black Teachers on Teaching (New York: New Press, 1997); Rhonda Jeffries, "The Trickster Figure in African American Teaching: Pre- and Post-desegregation," Urban Review 26 (1994): 289-304; Alice McCullough-Garrett, "Reclaiming the African American Vision for Teaching: Toward an Educational Conversation," Journal of Negro Education 62, no. 4 (1993): 433-40; Vivian Morris and Curtis Morris, Creating Caring and Nurturing Educational Environments for African American Children (Westport, Conn.: Bergin & Garvey, 2000); George Noblit and Van Dempsey, The Social Construction of Virtue: The Moral Life of Schools (Albany, N.Y.: SUNY Press, 1996); Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina Press, 1996), "Caswell County Training School, 1933-1969: Relationships between Community and School," Harvard Educational Review 63, no. 2 (1993): 161-82, "Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics," Review of Educational Research 70, no. 3 (Fall 2000): 253-85, and "African American Teachers in Segregated Schools in the South, 1940-1969," American Educational Research Journal 38, no. 4 (2001). These scholarly descriptions are accompanied by a number of locally published histories that span both time periods. See Lenwood Davis, A History of Queen Street High School, 1928-1968 (Kingston, N.Y.: Tri State Services, 1996); W. Edwards, Preston Royster, and Lazarus Bates, The Education of Black Citizens in Halifax County, 1866-1969 (Springfield, Va.: Banister, 1979); Thelma Cayne Tilford-Weathers, A History of Louisville Central High School, 1882-1982 (Louisville, Ky.: Central High School Alumni Association, 1996).
35. The studies examining the structure of schooling in the segregated Black schools constitute three types. The earliest studies appeared in the 2 decades after desegregation, frequently in Black or lesser-known presses. See Alvis Adair, Desegregation: The Illusion of Black Progress (Lanham, Md.: University of America Press, 1984); Mary Gibson Hundley, The Dunbar Story (1870-1955) (New York: Vantage, 1965); Russell Irvine and Jackie Irvine, "The Impact of the Desegregation Process on the Education of Black Students: Key Variables," Journal of Negro Education 52, no. 4 (1983): 410-22; Faustine Jones, A Traditional Model of Educational Excellence: Dunbar High School of Little Rock, Arkansas (Washington, D.C.: Howard University Press, 1981); Frederick Rodgers, The Black High School and Its Community (Lexington, Mass.: Lexington, 1967); Thomas Sowell, "Black Excellence: The Case of Dunbar High School," Public Interest 35 (Spring 1974): 1-21, and "Patterns of Black Excellence," Public Interest 43 (Spring 1976): 26-58. More recent scholarship emerged in the 1990s. Generally, it has been more widely disseminated and discussed. See Tamara Beauboeuf-Lafontant, "A Movement Against and Beyond Boundaries: 'Politically Relevant Teaching' among African American Teachers," Teachers College Record 100, no. 4 (1999): 702-23; David Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South (Chapel Hill: University of North Carolina Press, 1994); Michele Foster, "Constancy, Connectedness, and Constraints in the Lives of African American Teachers," National Women's Studies Journal 3, no. 2 (1990): 233-61, "The Politics of Race: Through the Eyes of African American Teachers," Journal of Education 172, no. 3 (1990): 123-41, Black Teachers on Teaching (New York: New Press, 1997); Rhonda Jeffries, "The Trickster Figure in African American Teaching: Pre- and Post-desegregation," Urban Review 26 (1994): 289-304; Alice McCullough-Garrett, "Reclaiming the African American Vision for Teaching: Toward an Educational Conversation," Journal of Negro Education 62, no. 4 (1993): 433-40; Vivian Morris and Curtis Morris, Creating Caring and Nurturing Educational Environments for African American Children (Westport, Conn.: Bergin & Garvey, 2000); George Noblit and Van Dempsey, The Social Construction of Virtue: The Moral Life of Schools (Albany, N.Y.: SUNY Press, 1996); Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina Press, 1996), "Caswell County Training School, 1933-1969: Relationships between Community and School," Harvard Educational Review 63, no. 2 (1993): 161-82, "Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics," Review of Educational Research 70, no. 3 (Fall 2000): 253-85, and "African American Teachers in Segregated Schools in the South, 1940-1969," American Educational Research Journal 38, no. 4 (2001). These scholarly descriptions are accompanied by a number of locally published histories that span both time periods. See Lenwood Davis, A History of Queen Street High School, 1928-1968 (Kingston, N.Y.: Tri State Services, 1996); W. Edwards, Preston Royster, and Lazarus Bates, The Education of Black Citizens in Halifax County, 1866-1969 (Springfield, Va.: Banister, 1979); Thelma Cayne Tilford-Weathers, A History of Louisville Central High School, 1882-1982 (Louisville, Ky.: Central High School Alumni Association, 1996).
36. The studies examining the structure of schooling in the segregated Black schools constitute three types. The earliest studies appeared in the 2 decades after desegregation, frequently in Black or lesser-known presses. See Alvis Adair, Desegregation: The Illusion of Black Progress (Lanham, Md.: University of America Press, 1984); Mary Gibson Hundley, The Dunbar Story (1870-1955) (New York: Vantage, 1965); Russell Irvine and Jackie Irvine, "The Impact of the Desegregation Process on the Education of Black Students: Key Variables," Journal of Negro Education 52, no. 4 (1983): 410-22; Faustine Jones, A Traditional Model of Educational Excellence: Dunbar High School of Little Rock, Arkansas (Washington, D.C.: Howard University Press, 1981); Frederick Rodgers, The Black High School and Its Community (Lexington, Mass.: Lexington, 1967); Thomas Sowell, "Black Excellence: The Case of Dunbar High School," Public Interest 35 (Spring 1974): 1-21, and "Patterns of Black Excellence," Public Interest 43 (Spring 1976): 26-58. More recent scholarship emerged in the 1990s. Generally, it has been more widely disseminated and discussed. See Tamara Beauboeuf-Lafontant, "A Movement Against and Beyond Boundaries: 'Politically Relevant Teaching' among African American Teachers," Teachers College Record 100, no. 4 (1999): 702-23; David Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South (Chapel Hill: University of North Carolina Press, 1994); Michele Foster, "Constancy, Connectedness, and Constraints in the Lives of African American Teachers," National Women's Studies Journal 3, no. 2 (1990): 233-61, "The Politics of Race: Through the Eyes of African American Teachers," Journal of Education 172, no. 3 (1990): 123-41, Black Teachers on Teaching (New York: New Press, 1997); Rhonda Jeffries, "The Trickster Figure in African American Teaching: Pre- and Post-desegregation," Urban Review 26 (1994): 289-304; Alice McCullough-Garrett, "Reclaiming the African American Vision for Teaching: Toward an Educational Conversation," Journal of Negro Education 62, no. 4 (1993): 433-40; Vivian Morris and Curtis Morris, Creating Caring and Nurturing Educational Environments for African American Children (Westport, Conn.: Bergin & Garvey, 2000); George Noblit and Van Dempsey, The Social Construction of Virtue: The Moral Life of Schools (Albany, N.Y.: SUNY Press, 1996); Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina Press, 1996), "Caswell County Training School, 1933-1969: Relationships between Community and School," Harvard Educational Review 63, no. 2 (1993): 161-82, "Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics," Review of Educational Research 70, no. 3 (Fall 2000): 253-85, and "African American Teachers in Segregated Schools in the South, 1940-1969," American Educational Research Journal 38, no. 4 (2001). These scholarly descriptions are accompanied by a number of locally published histories that span both time periods. See Lenwood Davis, A History of Queen Street High School, 1928-1968 (Kingston, N.Y.: Tri State Services, 1996); W. Edwards, Preston Royster, and Lazarus Bates, The Education of Black Citizens in Halifax County, 1866-1969 (Springfield, Va.: Banister, 1979); Thelma Cayne Tilford-Weathers, A History of Louisville Central High School, 1882-1982 (Louisville, Ky.: Central High School Alumni Association, 1996).
37. David Hursh, "The Struggle for Democracy in South Africa: Race, History and Education," Theory and Research in Social Education 27 (Winter 1999): 104-10, quote on 109.
38. Jansen, pp. 195-96.
39. Stonier, p. 216; Fataar, pp. 74-75.
40. Stonier, p. 216; Fataar, pp. 74-75.
41. Anderson, pp. 32-109.
42. Jansen, p. 200.
43. Quoted in Pape (n. 2 above), p. 255.
44. Anderson (n. 1 above), pp. 1, 91.
45. P a p e.
46. For a statistical summary of the patterns of African American performance in the United States, see Michael Nettles and Laura Perna, The African American Education Data Book, vol. 3, The Transition from School to College and School to Work (Fairfax, Va.: Frederick D. Patterson Research Institute of the College Fund/UNCF, 1997).
47. Gary Orfield, Mark Bachmeier, David James, and Tamela Gitle, "Deepening Segregation in American Public Schools: A Special Report from the Harvard Project on School Desegregation," Equity and Excellence 30, no. 2 (1997): 5-24.
48. Michael Nettles and Laura Perna, The African American Education Data Book, vol. 2, Preschool through High School Education (Fairfax, Va.: Frederick D. Patterson Research Institute of the College Fund/UNCF, 1997).
49. Jackie Irvine, Black Students and School Failure (New York: Greenwood, 1990); Gloria Ladson-Billings, The Dreamkeepers: Successful Teachers of African American Children (San Francisco: Jossey-Bass, 1994).
50. Jackie Irvine, Black Students and School Failure (New York: Greenwood, 1990); Gloria Ladson-Billings, The Dreamkeepers: Successful Teachers of African American Children (San Francisco: Jossey-Bass, 1994).
51. Vanessa Siddle Walker and John Snarey, Racing Moral Formation (New York: Teachers College Press, in press).
52. Franita Ware, "Black Teachers' Perceptions of Their Professional Roles and Practices," in In Search of Wholeness: African American Teachers and Their Culturally Specific Classroom Practices, ed. Jackie Jordan Irvine (New York: Palgrave, 2002), pp. 33-54. To explore the possibility that a similar situation may be happening in South Africa, see Stonier (n. 2 above), p. 229.
53. Franita Ware, "Black Teachers' Perceptions of Their Professional Roles and Practices," in In Search of Wholeness: African American Teachers and Their Culturally Specific Classroom Practices, ed. Jackie Jordan Irvine (New York: Palgrave, 2002), pp. 33-54. To explore the possibility that a similar situation may be happening in South Africa, see Stonier (n. 2 above), p. 229.
54. Pape (n. 2 above), p. 266; Peter Kallaway, "Reconstruction, Reconciliation and Rationalization in South African Politics of Education, " in Kallaway et al., eds. (n. 3 above), p. 47.
55. Pape (n. 2 above), p. 266; Peter Kallaway, "Reconstruction, Reconciliation and Rationalization in South African Politics of Education, " in Kallaway et al., eds. (n. 3 above), p. 47.
56. Stonier, pp. 221-23.
57. Crain Soudien, "'We Know Why We're Here'; The Experience of African Children in a 'Coloured' School in Cape Town, South Africa," Race, Ethnicity and Education 1, no. 1 (1998): 7-29.
58. Walker, "Valued Segregated Schools" (n. 6 above).
59. Walker, Their Highest Potential (n. 6 above).
60. I b i d.
61. Taped group interview with authors, Emory University, Atlanta, June 30, 1998.
62. I b i d.
63. For a description of Kenneth Clark's studies documenting the psychological effects of segregation and the ways in which they were used to provide documentation for the Brown case, see Kluger (n. 1 above).
64. Ibid., pp. 353-54.
65. Stonier (n. 2 above), p. 211.
66. Ibid, p. 212.
67. Ashmore (n. 1 above), p. 17.
68. Walker, Their Highest Potential, p. 2; Ashmore, p. 64.
69. Walker, Their Highest Potential, p. 2; Ashmore, p. 64.
70. Walker, "African American Teachers" (n. 6 above).
71. Walker, "Valued Segregated Schools" (n. 6 above).
72. Lerone Bennett, Jr., Before the Mayflower, 5th ed. (New York: Penguin, 1985), p. 111.
73. John Hope Franklin, From Slavery to Freedom, 5th ed. (New York: Knopf, 1974), p. 281.
74. Ashmore, p. 17.
75. Respondent 9-1-6, survey questionnaire, Emory University, Atlanta, June 30, 1998.
76. Taped group interview with authors (n. 27 above).
77. Walker, Their Highest Potential (n. 6 above), p. 202.
78. I b i d.
79. Rogers (n. 6 above), pp. 16, 45.
80. Walker, "Valued Segregated Schools" (n. 6 above).
81. Walker, Their Highest Potential, p. 109.
82. Davis (n. 6 above), p. 115; Walker, Their Highest Potential, pp. 133-35, and "Valued Segregated Schools," p. 265.
83. Davis (n. 6 above), p. 115; Walker, Their Highest Potential, pp. 133-35, and "Valued Segregated Schools," p. 265.
84. Davis (n. 6 above), p. 115; Walker, Their Highest Potential, pp. 133-35, and "Valued Segregated Schools," p. 265.
85. Respondent 5-0-10, survey questionnaire, Emory University, Atlanta, June 30, 1998.
86. Respondent 6-0-8, survey questionnaire, Emory University, Atlanta, June 30, 1998.
87. I b i d.
88. Respondent 6-0-5, survey questionnaire, Emory University, Atlanta, June 30, 1998.
89. Respondent 5-0-10, survey questionnaire, Emory University, Atlanta, June 30, 1998.
90. T. R. H. Davenport, South Africa: A Modern History (London: Macmillan, 1991), p. 422.
91. Respondent 9-3-8, survey questionnaire, Emory University, Atlanta, June 30, 1998.
92. Respondent 9-8-5, survey questionnaire, Emory University, Atlanta, June 30, 1998.
93. Respondent 5-0-10, survey questionnaire, Emory University, Atlanta, June 30, 1998.
94. Respondent 9-1-6, survey questionnaire, Emory University, Atlanta, June 30, 1998.
95. Respondent 4-0-7, survey questionnaire, Emory University, Atlanta, June 30, 1998.
96. Respondent 9-1-6, survey questionnaire, Emory University, Atlanta, June 30, 1998.
97. I b i d.
98. Respondent 4-0-7, survey questionnaire, Emory University, Atlanta, June 30, 1998.
99. Soudien, "We Know Why We're Here" (n. 23 above), and "Equality and Equity in South Africa: Multicultural Education and Change," Equity and Excellence in Education 27, no. 3 (1994): 55-59.
100. Soudien, "We Know Why We're Here" (n. 23 above), and "Equality and Equity in South Africa: Multicultural Education and Change," Equity and Excellence in Education 27, no. 3 (1994): 55-59.
101. Henry Bullock, A History of Negro Education in the South (Cambridge, Mass.: Harvard University Press, 1967), pp. 160-62.
102. See Nick Taylor and Penny Vinjevold, Getting Learning Right: Report of the President's Education Initiative Research Project (Wits, South Africa: Joint Education Trust, 1999).