“Not to transform a culture, but to perpetuate it”
Widincamp, Sarah Jane McNeil
MetadataShow full item record
In the summer of 1965, eleven years following the U.S. Supreme Court decision declaring segregated schooling unconstitutional, Chattooga County School Board voted to desegregate its public schools through a freedom of choice plan. The story of this rural Appalachian county’s path to school desegregation through the eyes of the white community provides insight into the role of white privilege and white racial identity in both the initial uneventful phases of school desegregation and in the eventual resegregation of the school system some twenty years later. Through the use of personal interviews, newspaper articles, school board minutes, and school publications, the study uncovers the unspoken role of whiteness in this community both before and after school desegregation. The study reveals the extent to which white racial identity governed political, social, and economic decisions in both this rural mountain county and in the state as a whole. In Chattooga County, as in much of the state, the decision to follow the Supreme Court ruling was reached largely because whites believed that doing so would allow them to maintain control over the state’s public schools while also avoiding federal government interference. The unspoken, unidentified belief in white privilege that governed life in the county prior to desegregation continued to control the decisions of its white leaders. Some twenty years following the desegregation of its schools, white parents in the county in growing numbers began to remove their children from the desegregated county school system to place them in the largely segregated schools of the independent Trion School System. The study provides evidence of the role of whiteness in the continuing resegregation of schools in Chattooga County and has implications about this movement in schools throughout Georgia and the Southeast. INDEX WORDS: Whiteness; School desegregation; Appalachian history; Oral history; Southern history; Racial identity; Georgia history; Education; Resegregation; School history
Showing items related by title, author, creator and subject.
Andonian, Raffi Edward (uga, 2013-12)In September 2012, the decade-long effort to create the Manhattan Project National Historical Park culminated with the failure of the Manhattan Project National Historical Park Act in the 112th Congress of the United ...
Arnold, Esther (uga, 2003-05)In this paper I discuss the melancholy nature of happiness in two short stories by Herman Melville, “The Piazza” and “Bartleby, the Scrivener.” Applying Melville’s passage from Moby-Dick on the “conceit of attainable ...
The textbook presidency theory and its relationship to the portrayals of 20th and 21st century presidents found in the middle level state history textbooks of Arkansas, California, Connecticut, Georgia, Illinois, Iowa, Massachusetts, Missouri, Nebraska, N Roberts, Scotty Lamar (uga, 2009-12)The purpose of this applied mixed method study was to determine if Thomas Cronin’s (1974) textbook presidency theory was applicable to recently published/adopted state history textbooks used in 14 states. In addition, a ...