Please enable JavaScript.

Coggle requires JavaScript to display documents.

Analysis 8 (Erickson (Whites couldn't trust the blacks because free…

- - - - “The history of the de jure segregated education of African Americans in the South has been captured in distinct, and increasingly contradictory, ways by educational researchers (Walker, 2000, p. 253).”
- - - - “In his most visible role, the principal was the conduit through which the needs of the school were translated to the community. In this role, the principal motivated parents to provide resources for the school and alerted them to the needs of the school. His interactions happened in community space, such as gas stations, homes, and churches, where African American etiquette would always have him recognized and asked to speak. However, he also communi- cated needs in formal school settings such as the PTA. In this capacity, the principal served as chief fund-raiser for the school”(274)(
        
        In this intimate and complex role, African American male principals of high schools are noted as making significant contributions to their school communities. Indeed, they provided the leadership and the model for the attributes that students and teachers were to exemplify. Their influence was so great that many problems reportedly were assuaged because no one wanted to disappoint the principal (Siddle Walker, 1996). (Walker p. 276, 2000)
        
        Finally, the principal was the liaison with the White community. In this capacity, he advocated for the needs of the school--though always having to be politically astute if he wished to preserve his job--and reported back to the African American community the disposition of the board. He was the "middle man." Larkins (1959) notes, however, that it was in this role that the African American leader was restricted: He could consult with the White community, but he held little power to make policy decisions. (Walker p. 275, 2000)
  - - - The segregated schools also offered athletics, commonly baseball and basketball, as part of their extra-curricular activities. However, in his survey of activities in five Negro high schools in 1942, Dillard notes that "it is highly significant that the first two ranking school activities are not athletics." In part, this statement reflects his belief that athletics were just one way students develooped and were not to overshadow students' academic development. (Walker p. 269, 2000)
  - - - Why is the amount of parental support higher in African America schools than White schools and communities?
- - - - “Second, the very act of administering the examinations would legitimate the tests” (Kohlman, 2012, p. 669).
        
        “And third, it would give professional status to those who administered them” (Kohlman, 2012, p. 669).
  - - - “Selden’s book, Inheriting Shame: The Story of Eugenics and Racism in America (1999), profiles the involvement of American educational leaders in the eugenics movement and their efforts to incorporate eugenics into curriculum and formal education programs” (Kohlman, 2012, p. 668).
        
        “David Starr Jordan nurtured Leland Stanford Junior College into becoming one of America’s largest and most prestigious private universities” (Kohlman, 2012, p. 668).
        
        “He was also a prolific writer in the eugenics field, decrying the dysgenic effects of war, venereal diseases, and alcohol, and championing eugenic segregation and sterilization of the feebleminded, as well as immigration and marriage restriction laws” (Kohlman, 2012, p. 668).
- - - - “These current programs and agenda need to be informed by a clearer history of reliance on incomplete biological and social sciences and their applied technologies—before their potential use for eliminating perceived societal ills, oppressing the usual suspects, and inheriting the status quo by the next generation of the “Over-man” (Kohlman, 2012, p. 661).