Results (most relevant first)
Clyde Smith recalls the tensions that integration introduced to athletics at North Carolina's Lincolnton High School.
Coleman Barbour reflects on the diminished power of black principals as well as the state of the black community and its waning investment in education.
Joanne Peerman describes the efforts of black students to thoroughly integrate Chapel Hill High School and discusses her relationship with her father, a beloved coach at Lincoln High School and a powerful figure in the black high school community.
Black principal Charles Johnson describes the challenges of his profession and his extra effort to maintain discipline in a post-desegregation environment.
Thurman Couch describes social, cultural, and economic splintering in African American networks in Chapel Hill following integration.
Robert Winston, principal of Wake Forest-Rolesville High School, describes his duties in this interview, reflecting briefly on the impact of desegregation.
Integration was incomplete and did little to rid schools of racism, maintains Gloria Register Jeter in this interview. The close ties between school and community that existed in segregated black Chapel Hill evaporated when black schools were absorbed into a system that Jeter believed had little interest in black students' success.
Alma Enloe remembers West Charlotte High School as an extension of the pre-integration African American community in Charlotte.
One of the first African American students to attend Chapel Hill High School discusses his continuing ambivalence about integration and its effect on the black community.
Segregation and integration caused difficulties in the life of this African American student.
A former student at Lincoln and Chapel Hill High School recalls the frustrations of integration.
John Jessup discusses his employment as the principal of a North Carolina public school and as an administrator in the Winston-Salem public schools. He describes the challenges he faced as an African American as well as the changes brought about by desegregation.
Stella Nickerson describes a harmonious segregated past replaced by a less desirable integrated present.
In 1962, Gwendolyn Matthews was one of five African American students to integrate Cary High School in North Carolina. In this interview, she describes her experiences in the integration process, emphasizing the hostility of white students and teachers. In addition, she speaks more broadly about segregation and integration in Cary and Raleigh.
George Miller describes his career as a black administrator in desegregated schools.
Barbara Lorie describes her experiences and teaching philosophy as a teacher at newly integrated, racially charged schools in North Carolina.
Richard Hicks, who in 1991 was the principal of the all-black Hillside High School in Durham, North Carolina, describes his job and offers some brief thoughts on the minimal impact of desegregation on his career in education.
Charlene Regester assesses the costs to blacks of school integration in Chapel Hill.
Brenda Tapia, one of the first African Americans to attend North Mecklenburg High School in Huntersville, North Carolina, describes an alternative view of desegregation.
Walter Durham discusses coming of age during the 1950s and 1960s in Orange County, North Carolina. Durham focuses especially on the process of school integration as it occurred in the merging of the all black Lincoln High School and the newly integrated Chapel Hill High School. According to Durham, this was a tense process in which many of the school traditions he fondly remembers from his days at Lincoln were lost in the transition to integrated schools.
An African American man reflects on race and protest in segregated Chapel Hill, North Carolina.
Rebecca Clayton became a teacher in the wake of the
Brown v. Board decision during the early 1960s, and in 1970 she went to work in the newly integrated Durham, North Carolina, school district. In this interview, Clayton describes her experiences as a teacher during the height of school desegregation. The interview concludes with her observations on the impact of the growing Latino population on Durham schools.
Racism and segregation return to declining integrated schools.
Robert Yost discusses coaching chess and teaching English at West Charlotte High School in Charlotte, North Carolina.
Enthusiasm for West Charlotte High School clashes with uncertainty about the efficacy of integration.
A principal remembers integration in a largely Native American community.
Harriet Love shares memories of and fondness for West Charlotte, a truly unique school.
Jeff Black reflects on the legacies of desegregation at West Charlotte High School, a school hailed as an exemplar of successful desegregation.
A black administrator describes the intricacies of administrative changes during desegregation and how he brought his passion for discipline to Charlotte-area schools, including West Charlotte High School.
Fran Jackson discusses her reaction to the integration of Chapel Hill High School.
A white teacher recalls a harmonious racial atmosphere at West Charlotte High School during his short stint there in the 1970s.
State representative Edith Warren describes the aftermath of Hurricane Floyd in Pitt County, North Carolina.
Arthur Griffin reminisces about Second Ward High School in Charlotte, North Carolina, and reflects on the legacies of desegregation.
William E. White Jr. describes his encounters with religion, race, and sexuality.
Martina Dunford became the program director of the Edgemont Community Center in Durham, North Carolina, in the 1990s. In this interview, she discusses the work of the center in promoting community solidarity; relations between the predominantly African American population and the rapidly growing Latino population in Edgemont; and race relations in Durham as compared to her experiences in Norfolk, Virginia.
Elizabeth Brown, a white teacher who taught at John Carroll High School in Birmingham, Alabama, describes desegregation and its legacies in her city.
Henry Frye grew up in a segregated farming community in North Carolina during the 1930s and 1940s before becoming a lawyer. He went on to become the first African American elected to the North Carolina General Assembly and to serve on the state supreme court. In this interview, he describes race relations, his career as a lawyer, and his experiences in politics.
Carolyn Farrar Rogers discusses how growing up in rural North Carolina sheltered her from racism and taught her the values of hard work and racial self-worth. These values served her well as a teacher during the early desegregation period.
Maggie Ray, teacher at West Charlotte High School in Charlotte, North Carolina, reflects on the legacies of desegregation.
James Atwater discusses life in Chapel Hill, North Carolina, from the 1930s to the 1950s. He describes the black community, the impact of segregation on schools and neighborhoods, and experiences of African American staff at the university.
Asa T. Spaulding, the first African American actuary in North Carolina and former president of the North Carolina Mutual Life Insurance Company, recalls his early life and weighs his contributions to the insurance business and society at large.
Residents of Maxton, North Carolina, respond to integration.
Richard Bowman reflects on growing up in segregated Asheville, North Carolina, and facing racism during his employment with the army and the Los Angeles Department of Motor Vehicles. He also discusses his work to improve the current Asheville school district and rebuild his old high school. He lived in Los Angeles for four decades and experienced two major riots.
I. Beverly Lake Sr. reflects on his long career as a teacher, attorney, and judge. He counsels white political unity as a means to stem racial integration.
A Birmingham lawyer shares his reflections on segregation in Birmingham, Alabama, and racism in the United States.
Septima Clark served as a board member and education director for the Highlander Folk School and the Southern Christian Leadership Conference in the 1950s and 1960s. She links her activism to the memory of her parents' struggles with poverty and racism. She also describes how community relations functioned within the NAACP and SCLC. Her plans for increasing community involvement, protecting the labor rights of black teachers, and educating black voters were often ignored because she was female. She discusses why these types of gender roles persisted in the SCLC and the role of leaders in the black community.