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Findings 8 (Erickson (Common Themes and Characteristics of the Segregated…

- - - -  “African American teachers and principals embodied the spirit of schooling that pervaded the African American school environment after 1930 (Walker 264)”.
      -  “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 264-265)”.
      - "They "made sure you got your lessons" (Davis, 1996, p. 116). They "wouldn't let you" fail to complete your work. According to Sowell (1976), teachers were "hard taskmasters" who gave lots of work, refused to lower the standards, and "if you didn't learn, you stayed after school as long as necessary to learn" (Walker 265)”.
    - -  “Academically, the schools surveyed sought whenever possible to be certain that the same curriculum was being offered to African American boys and girls as was being offered at White schools (Walker 267)”.
      - “The philosophy that motivated African American teachers and principals in their curricular efforts appears to be embedded in their understanding of the needs of students and, in some settings, driven by their understanding of the Cardinal Principles of Secondary Education and National Education Association objectives” (Walker, 2000, p. 268).
      -  “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 (Walker 268)”.
      -  “The segregated schools also offered athletics, commonly baseball and basketball, as part of their extra-curricular activities (Walker 269)”.
    - - “The 1960s also saw another form of advocacy and sometimes advocates who were different from the ones who had traditionally assumed the role” (Walker, 2000, p. 272).
      - “Another visible form of parental support was attendance at school functions. Parent teacher association meetings were reportedly well attended, as were spring and Christmas concerts, and operettas” (Walker, 2000, p. 272).
    - -  “The single central figure in the segregated school was the principal (Walker 274)".
      - “In addition, the principal was the chief instructional leader of the school. Operating with almost complete autonomy and armed with his educational commitment and training, the principal was able to implement a school program in keeping with his philosophy” (Walker, 2000, p. 275).
      -  “Implied rather than described in the articles, the principal also served as a role model for his professional staff (Walker 275)”.
    - - “These include exemplary teachers and principals who increasingly were well trained and who created their own culture of teaching; curricular and extracurricular activities that reinforced the values of the school and community; parental support of school, both in its financial needs and its cultural programs; and school principals who provided the leadership that implemented the vision that parents and teachers held about how to uplift the race” (Walker, 2000, p. 276).
- - - - Secondarily, local historical societies and book shows were scavenged for accounts of African American schools. In one case, a visit to a Southern school prompted the acquisition of the published book about the school during the segregated era.
        
        Finally, to ensure coverage, a search of the library systems was conducted using the indicators "segregated schools
  - - - For example, although the former slaves and freemen had voted in large numbers in the latter 1800s under armed forces and federally supervised elections, after 1900 Whites effectively disfranchised African Americans in a South anxious to unite under a banner of White supremacy
  - - - “The teachers "made" the students do their work (Edwards, 1979, p. 15-16). They "made sure you got your lessons" (Davis, 1996, p. 116). They "wouldn't let you" fail to complete your work.” (Walker 1997, p265)
      - “In this view, teachers assumed the responsibility of interacting with students beyond the confined class periods and interceding when external difficulties could prohibit the objectives they held for a particular child.” (Walker 1997, p265)
      - “Their teachers are said to be "inspiring." Students did not want to let them down.” (Walker 1997, p265)
    - - “Foremost was the need to provide students an opportunity to develop their interests and talents. With many students unable to take dance lessons or music lessons or participate in other culturally enriching activities in the segregated worlds in which they lived, the schools used the club period to meet this need.” (Walker, 2000, p. 269)
      - "The philosophy that motivated African American teachers and principals in their curricular efforts appears to be embedded in their understanding of the need of students and, in some setting, driven by their understanding of the Cardinal Principles of Secondary Education and National Education Association objectives." (Walker, 2000, p.268)
    - - “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)
    - - “Because of this neglect, the principal held the authority to hire teaches in line with his vision and fire those who did not conform. He held almost complete power over the school program.” (Walker, 2000, p. 275)