Higher Education for African Americans Before the Civil Rights Era, 1900-1964

Higher Education for African Americans Before the Civil Rights Era, 1900-1964

Author: Craig LaMay

Publisher: Routledge

Published: 2017-07-12

Total Pages: 207

ISBN-13: 1351515799

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This volume examines the evolution of higher education opportunities for African Americans in the early and mid-twentieth century. It contributes to understanding how African Americans overcame great odds to obtain advanced education in their own institutions, how they asserted themselves to gain control over those institutions, and how they persisted despite discrimination and intimidation in both northern and southern universities. Following an introduction by the editors are contributions by Richard M. Breaux, Louis Ray, Lauren Kientz Anderson, Timothy Reese Cain, Linda M. Perkins, and Michael Fultz. Contributors consider the expansion and elevation of African American higher education. Such progress was made against heavy odds—the "separate but equal" policies of the segregated South, less overt but pervasive racist attitudes in the North, and legal obstacles to obtaining equal rights.


Higher Education for African Americans before the Civil Rights Era, 1900-1964

Higher Education for African Americans before the Civil Rights Era, 1900-1964

Author: Marybeth Gasman

Publisher: Transaction Publishers

Published: 2012-08-14

Total Pages: 207

ISBN-13: 1412847249

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This volume examines the evolution of higher education opportunities for African Americans in the early and mid-twentieth century. It contributes to understanding how African Americans overcame great odds to obtain advanced education in their own institutions, how they asserted themselves to gain control over those institutions, and how they persisted despite discrimination and intimidation in both northern and southern universities. Following an introduction by the editors are contributions by Richard M. Breaux, Louis Ray, Lauren Kientz Anderson, Timothy Reese Cain, Linda M. Perkins, and Michael Fultz. Contributors consider the expansion and elevation of African American higher education. Such progress was made against heavy odds—the "separate but equal" policies of the segregated South, less overt but pervasive racist attitudes in the North, and legal obstacles to obtaining equal rights.


The Development of High-school Curricula in the North Central States from 1860 to 1918

The Development of High-school Curricula in the North Central States from 1860 to 1918

Author: John Elbert Stout

Publisher:

Published: 1921

Total Pages: 352

ISBN-13:

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The purpose of this study is to trace the development of high-school curricula in the North Central states from 1860 to 1900. A brief introduction furnishes a background for the geographical area indicated. Part I contains a treatment of subjects and their organization into curricula. Part II deals with the subject matter of the various fields and subjects. Part III addresses subjects and subject matter in greater depth. For purposes of tabulation, the period 1860-1900 has been divided into eight units of five years each, to determine as accurately as possible the dates at which significant changes took place. In the treatment of subjects, organization of curricula and subject matter, the facts are presented as revealed by the sources consulted. No attempt has been made to give connected accounts of particular schools. Peculiarities of individual schools have been noted but conclusions deal with general practices and tendencies.


The Names of John Gergen

The Names of John Gergen

Author: Benjamin Moore

Publisher: University of Missouri Press

Published: 2021-03-26

Total Pages: 362

ISBN-13: 0826274536

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Rescued from the dumpster of a boarded-up house, the yellowing scraps of a young migrant’s schoolwork provided Benjamin Moore with the jumping-off point for this study of migration, memory, and identity. Centering on the compelling story of its eponymous subject, The Names of John Gergen examines the converging governmental and institutional forces that affected the lives of migrants in the industrial neighborhoods of South St. Louis in the early twentieth century. These migrants were Banat Swabians from Torontál County in southern Hungary—they were Catholic, agrarian, and ethnically German. Between 1900 and 1920, the St. Louis neighborhoods occupied by migrants were sites of efforts by civic authorities and social reformers to counter the perceived threat of foreignness by attempting to Americanize foreign-born residents. At the same time, these neighborhoods saw the strengthening of Banat Swabians’ ethnic identities. Historically, scholars and laypeople have understood migrants in terms of their aspirations and transformations, especially their transformations into Americans. The experiences of John Gergen and his kin, however, suggest that identity at the level of the individual was both more fragmented and more fluid than twentieth-century historians have recognized, subject to a variety of forces that often pulled migrants in multiple directions.


Handwriting in America

Handwriting in America

Author: Tamara Plakins Thornton

Publisher: Yale University Press

Published: 1996-01-01

Total Pages: 268

ISBN-13: 9780300074413

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In this engaging history, the author demonstrates handwriting in America from colonial times to the present. Exploring such subjects as penmanship, pedagogy, handwriting analysis, autograph collecting, and calligraphy revivals, Thornton investigates the shifting functions and meanings of handwriting. 57 illustrations.


Girl's Schooling During The Progressive Era

Girl's Schooling During The Progressive Era

Author: Karen Graves

Publisher: Routledge

Published: 2014-06-03

Total Pages: 348

ISBN-13: 1135606900

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This work traces the impact of a differentiated curriculum on girls' education in St. Louis public schools from 1870 to 1930. Its central argument is that the premise upon which a differentiated curriculum is founded, that schooling ought to differ among students in order prepare each for his or her place in the social order, actually led to academic decline. The attention given to the intersection of gender, race, and social class and its combined effect on girls' schooling, places this text in the new wave of critical historical scholarship in the field of educational research.