WHITE JUSTIFICATIONS FOR SCHOOL CLOSINGS IN PRINCE EDWARD COUNTY, VIRGINIA, 1959–1964

2009 ◽  
Vol 6 (2) ◽  
pp. 309-333 ◽  
Author(s):  
Christopher Bonastia
Keyword(s):  
High School Students ◽  
Public Schools ◽  
Civil Rights ◽  
Extended Period ◽  
The United States ◽  
Natural State ◽  
School Students ◽  
Rhetorical Strategy ◽  
Prince Edward County ◽  
School Closings

AbstractFrom 1959 to 1964, Prince Edward County, Virginia, dodged a court desegregation order by refusing to operate public schools. Though the county played an integral role in the national battle over civil rights, scholars and journalists have largely neglected Prince Edward's role in the national drama of race. In 1951, Black high school students went on strike to protest unequal school facilities. This strike led to an NAACP lawsuit that became one of five decided inBrown v. Board of Education. When faced with a final desegregation deadline in 1959, the county put itself in a unique position by becoming the only school district in the U.S. to close its public schools for an extended period of time rather than accept any desegregation. Most White students attended a private, segregated academy; over three-quarters of Black Prince Edward students lost some or all of those years of education. White county leaders believed they were creating a blueprint for defying desegregation in the rural South and perhaps, they hoped, throughout much of the United States. Using archival materials, interviews and secondary accounts, I explain how White county leaders made a public case for the school closings. These leaders' rhetorical strategy was a crucial early draft in the depiction of segregation as a natural state free of racial rancor. The segregationist rhetoric emanating from Prince Edward County was grounded primarily in arguments for privatization, local self-determination, and taxpayers' rights. Such arguments would come to dominate conservative rhetoric nationwide.

All in Good Measure

2016 ◽  
Author(s):  
Arthur Lupia
Keyword(s):  
New York ◽  
High School Students ◽  
Public Schools ◽  
Nobel Laureate ◽  
The United States ◽  
Word Recall ◽  
School Students ◽  
Elie Wiesel ◽  
The Holocaust ◽  
The Times

This chapter is about how to word recall questions effectively. An example of why this topic matters occurred just days before the opening of the United States Holocaust Memorial Museum. At that time, a New York Times headline proclaimed that “1 of 5 in New Survey Express Some Doubt About the Holocaust.” The Times article’s lead paragraph described the finding in greater detail (emphasis added): . . . A poll released yesterday [sic] found that 22 percent of adults and 20 percent of high school students who were surveyed said they thought it was possible that Nazi Germany’s extermination of six million Jews never happened. In addition to the 22 percent of adult respondents to the survey by the Roper Organization who said it seemed possible that the Holocaust never happened, 12 percent more said they did not know if it was possible or impossible, according to the survey’s sponsor, the American Jewish Committee. . . . Reactions to this finding were swift. Benjamin Mead, president of the American Gathering of Jewish Holocaust Survivors, called the findings “a Jewish tragedy.” Elie Wiesel, a Nobel Laureate and concentration camp survivor, conveyed shock and disappointment: “What have we done? We have been working for years and years … I am shocked. I am shocked that 22 percent … oh, my God.” Similar headlines appeared across the country. In the months that followed these reports, many struggled to explain the finding. Some blamed education, as a Denver Post editorial described: . . . It’s hardly surprising that some Americans have swallowed the myth that the Holocaust never happened… . [E] ither these Americans have suffered a tragic lapse of memory, or they have failed to grasp even the rudiments of modern history… . Such widespread ignorance could lull future generations into dropping their guard against the continuing menace of ethnic intolerance, with potentially devastating consequences… . To this end, the public schools must obviously do a better job of teaching 20th century history, even if it means giving shorter shrift to the Civil War or the Revolution. . . .

“Revolutions Happen through Young People!”

2017 ◽  
Vol 43 (2) ◽  
pp. 273-293
Author(s):  
Tess Bundy
Keyword(s):  
High School Students ◽  
Public Schools ◽  
Civil Rights ◽  
Black Youth ◽  
Historical Record ◽  
Black Culture ◽  
Black Educators ◽  
School Students ◽  
Boston Public Schools ◽  
Public School Systems

From the late 1960s through the early 1970s, thousands of black high school students in Boston protested their educational marginalization by staging school boycotts, forming student organizations, and leading demonstrations. They demanded dramatic changes in the content and delivery of education in the Boston Public Schools (BPS). They called for a “culturally relevant education” that valued black culture, to be mentored by black educators, and for collaboration between school and community. Through these arguments for the value of black culture, students rejected characterizations of their racial heritage as inadequate—in a time when theories of cultural inferiority were widespread. Black youth were key players in a decades-long movement led by black Bostonians for educational justice in the BPS. This story challenges a dominant narrative of desegregation and civil rights in Boston, which focuses on busing, white resistance, and court-ordered desegregation. This narrative portrays black Bostonians as apathetic to racial politics and blindly following court-ordered desegregation plans. The story of the black student movement highlights the vital political work performed by black youth in civil rights protest. The erasure of black youth activism from the historical record strengthens stereotypes of black urban teens as apathetic, dangerous, and culturally depraved, which served as a justification for the criminalization of black youth. Their demands for black studies courses, black educators, and the revision of student dress and disciplinary codes forced educators and city leaders to grapple with changing understandings of quality education within the nation’s diverse urban public school systems.

Telling Cases That Inform an Understanding of Factors Impacting the Development of Inventors From Diverse Backgrounds

2020 ◽  
Vol 21 (2) ◽  
pp. 133-142
Author(s):  
Stephanie Couch ◽  
Audra Skukauskaite ◽  
Leigh B. Estabrooks
Keyword(s):  
High School ◽  
High School Students ◽  
Young Women ◽  
Gender Gap ◽  
Young Men ◽  
The United States ◽  
Foreign Born ◽  
School Students ◽  
School Year ◽  
Diverse Backgrounds

The lack of diversity among patent holders in the United States (1-3) is a topic that is being discussed by federal policymakers. Available data suggests that prolific patent holders and leading technology innovators are 88.3% male and nearly 94.3% Asian, Pacific Islander, or White, and half of the diversity that does exist is among those who are foreign born (3). The data shows that there is a need for greater diversity among patent holders. Few studies, however, are available to guide the work of educators creating learning opportunities to help young people from diverse backgrounds learn to invent. Educators must navigate issues that have complex sociocultural and historical dimensions (4), which shape the ideas of those surrounding them regarding who can invent, with whom, under what conditions, and for what purposes. In this paper, we report the results of an ongoing multimethod study of an invention education pro- gram that has worked with teachers and students in Grades 6 through 12 for the past 16 years. Findings stem from an analysis of end-of-year experience surveys and interview transcripts of six students (three young men and three young women) who participated in high school InvenTeams®. The data were used to investigate three topics: 1) ways high school students who have participated on an InvenTeam conceptualize the term "failure" and what it means to "learn from failure," 2) what supported and constrained the work of the three young women during their InvenTeams experience and the implications for policy makers concerned about the gender gap in patenting, and 3) ways the young men and young women took up (or didn't take up) the identity of "inventor" after working on a team that developed a working prototype of an invention during the previous school year.

STEM-Focused Career Courses and College Pipeline for Students with Learning Disabilities

2021 ◽  
pp. 089590482110199
Author(s):  
Jennifer A. Freeman ◽  
Michael A. Gottfried ◽  
Jay Stratte Plasman
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
The United States ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Stem Majors ◽  
Career And Technical ◽  
Nationally Representative

Recent educational policies in the United States have fostered the growth of science, technology, engineering, and mathematics (STEM) career-focused courses to support high school students’ persistence into these fields in college and beyond. As one key example, federal legislation has embedded new types of “applied STEM” (AS) courses into the career and technical education curriculum (CTE), which can help students persist in STEM through high school and college. Yet, little is known about the link between AS-CTE coursetaking and college STEM persistence for students with learning disabilities (LDs). Using a nationally representative data set, we found no evidence that earning more units of AS-CTE in high school influenced college enrollment patterns or major selection in non-AS STEM fields for students with LDs. That said, students with LDs who earned more units of AS-CTE in high school were more likely to seriously consider and ultimately declare AS-related STEM majors in college.

The Effects of Police Violence on Inner-City Students*

2020 ◽  
Vol 136 (1) ◽  
pp. 115-168
Author(s):  
Desmond Ang
Keyword(s):  
High School ◽  
High School Students ◽  
Los Angeles ◽  
High School Completion ◽  
Well Being ◽  
The United States ◽  
Public High School ◽  
School Students ◽  
Police Violence ◽  
Public High School Students

Abstract Nearly 1,000 officer-involved killings occur each year in the United States. This article documents the large, racially disparate effects of these events on the educational and psychological well-being of Los Angeles public high school students. Exploiting hyperlocal variation in how close students live to a killing, I find that exposure to police violence leads to persistent decreases in GPA, increased incidence of emotional disturbance, and lower rates of high school completion and college enrollment. These effects are driven entirely by black and Hispanic students in response to police killings of other minorities and are largest for incidents involving unarmed individuals.

scholarly journals Relationship between High School Student Participation in State-level Future Farmers of America Career Development Events and Matriculation at the Host University: A Case Study in Horticulture at Kansas State University

2016 ◽  
Vol 26 (6) ◽  
pp. 862-868 ◽  
Author(s):  
Kimberly A. Williams ◽  
Chad T. Miller ◽  
Ward Upham
Keyword(s):  
High School ◽  
High School Students ◽  
Career Development ◽  
State Level ◽  
The United States ◽  
Future Farmers Of America ◽  
State University ◽  
School Students ◽  
Kansas State University ◽  
Career Development Events

In recent years, many horticulture departments around the United States have been concerned with recruiting and retaining an adequate number of students. One potential recruitment opportunity is the horticulture Future Farmers of America (FFA) Career Development Events (CDEs). For the time period of 1999 to 2012 (14 years), 1462 students participated in the annual state-level horticulture contests, comprising floriculture and nursery/landscape CDEs, held at Kansas State University (KSU). Using the rosters from these two CDEs, we referenced the university’s student information database to determine whether the high school students who participated as FFA horticulture CDE contestants ultimately matriculated to KSU. Fifty-two percent of former FFA horticulture CDE participants were accepted to KSU and 32% matriculated. Of these, 58% enrolled in the College of Agriculture and 19% majored in horticulture. Therefore, 3.5% of total horticulture CDE participants majored in horticulture at KSU. Students who participated in more than one horticulture CDE over time were more likely to major in horticulture at KSU compared with students who competed only once. Thirty-nine percent of students who participated in both horticulture CDEs pursued a baccalaureate program in horticulture. These two student characteristics could be used as indicator data points to target recruitment of future horticulture students. Data about the high school programs that generated contest participants were also summarized. Exceling in the CDE contests was not an indicator CDE participants would pursue a baccalaureate degree in horticulture. These analyses suggest FFA CDEs have some potential to optimize student recruitment efforts.

scholarly journals Social support and its relationship to the level of achievement of high school students in Jordanian public schools: المساندة الاجتماعية وعلاقتها بمستوى الإنجاز لدى طلبة الثانوية العامة في المدارس الحكومية الأردنية

2020 ◽  
Vol 4 (42) ◽  
Author(s):  
Samar Fahed Al-Faleh
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Public Schools ◽  
Family Support ◽  
Faculty Members ◽  
School Students ◽  
Government Schools ◽  
The Family ◽  
The Relationship

The study aimed to identify the level of social support (support by friends, support from the family, support by the teacher), and to analyze the relationship between social support and achievement among students of High school students in government schools. The study followed descriptive analytical approach based on a questionnaire applied to 137 students of Karak government schools. The study found that the students get moderate level of social support; the study showed that the level of friends support came first, followed by teacher support, followed by family support, and found a relationship between social support and achievement in Students of Karak government schools. In light of the results, the study recommended several recommendations, the most important of which is to sensitize parents and faculty members about the importance of social support.

scholarly journals Intersectional Identities, School Resources, and Law Enforcement: A Study of Discipline Disparity in Public High Schools

2021 ◽  
Author(s):  
Theresa Pfister ◽  
Sarah Beach ◽  
Lindsay Carlisle ◽  
Jesse Fleming
Keyword(s):  
High School Students ◽  
Law Enforcement ◽  
Civil Rights ◽  
American Indian ◽  
Negative Binomial ◽  
Law Enforcement Officers ◽  
Male Students ◽  
Public High School ◽  
School Students ◽  
Alaskan Native

<p>This study utilizes the 2017-2018 Civil Rights Data Collection to explore referrals to law enforcement of public high school students with intersectional identities (racial/ethnic, gender, dis/ability status). We ran negative binomial regressions via Stata 17.0 to predict risk by intersectional identities and utilized covariates including psychological supports, counselors, social workers, security guards, law enforcement officers, Title I status, and school size. Results indicate that school-based law enforcement officers predicted higher law enforcement referrals for Black, Hispanic, and American Indian/Alaskan Native male students with and without disabilities. Psychological supports, however, predicted lower law enforcement referrals for Black males and American Indian/Alaskan Native male students with and without dis/abilities. As the nation addresses systemic racism in the public school system, the experiences of students with intersecting identities must be better understood.</p>

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