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Findings #8 (Walker (Common Themes and Characteristics of the Segregated…

- - - - African American students and their parents are alternately portrayed as complacent or appreciative recipients of the contributions of philanthropic organizations
      - Although some of the authors sometimes concede the desire of parents to have their children educated, provide explanations of the reasons for poor attendance, or note increasing trends of better education among African American teachers, the belief that the schools were inferior remains an inescapable conclusion
  - - - “The single central figure in the segregated school was the principal. Al- though the school board employed the principal to be the administrator of the school, in the segregated high schools the principal also served in several other capacities. In his most visible role, the principal was the conduit through which the needs of the school were translated to the community.” (Walker, 2000, p. 274)
        
        “The principal also served as a model for the service attributes he sought to instill in children. He provided leadership for local initiatives designed to help the African American community, such as credit unions, clubs (Rodgers, 1967; Siddle Walker, 1996) and for other community service projects, such as the United Way, or Red Cross during World War II.” (Walker, 2000, p. 274)
    - - “As evidenced by the curriculum and extracurricular activities, the segregated school apparently supported the private and classroom messages of teachers and principal, reinforcing the aspirations that students could grow up to "be some- body." By "being somebody," the teachers and principals suggest that students were not to feel bound by the segregated world in which they lived, but were to be made to believe that if they worked hard enough they could "be anything they wanted to be." (Walker, 2000, p. 267)
        
        “An extracurricular activity program that appears to be a hallmark of many schools, and which included clubs, all-school events, and special observances, complemented the academic curriculum. Although historian Hollis Long (1932) declared that interest in activities had barely been aroused among the Negroes, the histories of the segregated schools suggest his conclusion is inaccurate.” (Walker, 2000, p. 268)
    - - “African American teachers and principals embodied the spirit of schooling that pervaded the African American school environment after 1930. Consistently remembered for their high expectations for student success, for their dedication, and for their demanding teaching style, these teachers appear to have worked with the assumption that their job was to be certain that children learned the material presented.” (Walker, 2000, p. 264)
      - “What emerges is a portrait of African American teachers who were professional educators steeped in an understanding of philosophies about children and teaching, but also committed to the development of the particular children they served and having their own set of beliefs about how the children should be motivated to achieve.” (Walker, 2000, p. 266)
    - - “Building upon the parental involvement evident among African American parents from the post-Civil War forward, African American parents from the 1930s to the 1960s continued the tradition of helping their children acquire education. Their contributions during this period are most often linked with the philosophy of self-help, which had motivated their parents, and are driven by the financial needs of the schools.” (Walker, 2000, p. 271)
      - (Walker, 2000, p. 271)
        “The 1960s also saw another form of advocacy and sometimes advocates who were different from the ones who had traditionally assumed the role. These parents were most frequently involved in school desegregation suits as ways to assure equal educational opportunities.” (Walker, 2000, p. 272)
  - - - founding new schools, providing financial and other support to existing schools, organizing institutions and using existing institutions to support education, petitioning governmental agencies, convening conventions, participating in demonstrations and school boycotts, and using law suits to achieve educational equity
    - - In 1919 during a summer hot with racial tension, 25 race riots occurred, so many so that it would be called the Red Summer. By the 1920s and 1930s, Whites lynched African Americans with increasing regularity and legislatures implemented and expanded Jim Crow laws throughout the South
    - - African Americans were forced to compete with White schools for limited resources and to confront perceptions that they did not need education or that they needed an education only for menial tasks
- - - - "Some large Southern cities has "secret schools" and instances are known in which slaves and free blacks attended schools together, a highly dangerous practice," (Erickson, 1997, p. 207).
        
        "In both the North and the South, public schools, secret and other private schools, informal apprenticeships to other Blacks, and special treaty requirements provided the rudiments of an education to a few motivated free Blacks," (Erickson, 1997, p. 207).
        
        "The ambivalent feelings of Northern whites toward free Blacks and slaves may be gauged by inconsistent education laws," (Erickson, 1997, p. 208).