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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.
Sam Holton explains his role in the desegregation of Chapel Hill schools during his tenure on the school board from 1968 to 1974.
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.
Vennie Moore recalls her childhood in segregated Davidson, North Carolina.
Robert Yost discusses coaching chess and teaching English at West Charlotte High School in Charlotte, North Carolina.
Residents of Maxton, North Carolina, respond to integration.
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.
An African American activist fights for integration in Lumberton, North Carolina.
Willie Mae Crews, the daughter of a sharecropper, was a teacher at Hayes High School, an African American school in Birmingham, Alabama, during the 1960s and 1970s. Crews describes Hayes as an excellent segregated school that did not benefit from the desegregation that began during the 1970-1971 school year.
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.
Former West Charlotte student muses about the school and the uncertain legacies of integration.
Charlene Regester assesses the costs to blacks of school integration in Chapel Hill.
Born and raised in Oxford, North Carolina, in the early twentieth century, Lillian Taylor Lyons discusses her family history, her education, and her career as a teacher. Lyons also speaks at length about race relations in Oxford, arguing that Oxford was especially "forward-looking" in comparison to other southern communities.
A white student's experience with racial division at West Charlotte convinces her of the importance of integrated education.
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.
Barbara Lorie describes her experiences and teaching philosophy as a teacher at newly integrated, racially charged schools in North Carolina.
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.
Elizabeth Brown, a white teacher who taught at John Carroll High School in Birmingham, Alabama, describes desegregation and its legacies in her city.
Journalist Hodding Carter describes the changes wrought in Mississippi by the civil rights movement.
George Miller describes his career as a black administrator in desegregated schools.
Septima Clark describes the work of the Southern Christian Leadership Conference (SCLC) in the late 1950s to mid 1960s, especially the community education programs that she directed for the SCLC and the Highlander Folk School. She rejoices in the new voters and civil rights legislation that resulted from their work but noticed drawbacks arising from prejudice against female leaders, disdain for the poor, and clashes in leadership styles.
In this second part of an extensive two-part interview series, Viola Turner discusses race relations in Durham and her experiences working for North Carolina Mutual. Turner offers vivid and detailed anecdotes that reveal the intricate social and professional network of Durham, primarily in the 1920s and 1930s.
A former student at Lincoln and Chapel Hill High School recalls the frustrations of integration.
Civil rights activist and Student Nonviolent Coordinating Committee (SNCC) mentor Ella Josephine Baker outlines her family history, traces her growing radical tendencies, and explains the catalysts that pushed her into public activism. In this interview she discusses her work not only with SNCC, but also with the Workers' Education Project, the Cooperative League, and the NAACP.
Virginius Dabney traces his involvement with the school desegregation crisis in post-1954 Virginia. Dabney's political and social beliefs about integration appeared in the newspaper he edited, the
Richmond Times-Dispatch. This interview spans the breadth of his career from the 1920s to the 1970s.