Results (most relevant first)
African American photojournalist Alexander M. Rivera describes the civil rights movement and its aftermath. In particular, he describes some of his photographs, as well as the impact of the
Brown decision (and the demise of legal segregation) on African American businesses and African American schools, including North Carolina Central College.
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.
Robert Winston, principal of Wake Forest-Rolesville High School, describes his duties in this interview, reflecting briefly on the impact of desegregation.
Fran Jackson discusses her reaction to the integration of Chapel Hill High School.
Julius Chambers served on the UNC Board of Governors from 1972 to 1977. He recalls the tensions between the Department of Health, Education, and Welfare's federal objectives and the University of North Carolina Board officials' control over the desegregation process at post-secondary educational institutions.
Leroy Campbell describes his experiences as the principal of the all-black Unity School in Iredell County, North Carolina.
Robert Logan, principal of Hugh M. Cummings High School in Burlington, North Carolina, reflects on the details of his job and the challenge of race in the post-desegregation atmosphere.
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.
Madge Hopkins, a graduate of West Charlotte High School and the vice principal of the school at the time of the interview, describes her experiences with segregation and school desegregation in Charlotte, North Carolina.
Venton Bell, principal of Harding High School in Charlotte, North Carolina, describes his duties and reflects on race and education.
Black principal Charles Johnson describes the challenges of his profession and his extra effort to maintain discipline in a post-desegregation environment.
A former student at Lincoln and Chapel Hill High School recalls the frustrations of integration.
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.
Bishop Paul Hardin helped bring about racial integration of the United Methodist denomination in the 1960s. He recalls several points in his long ministry career when white and black pastors opposed his efforts to move ministers to other districts, accept church members of other races, and dissolve the Black Methodist district. Supportive church members helped him withstand criticism of his personal stance, even when he faced pressure from conservative ministers on one side and Martin Luther King on the other.
George Miller describes his career as a black administrator in desegregated schools.
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.
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.
Thurman Couch describes social, cultural, and economic splintering in African American networks in Chapel Hill following integration.
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.
Rebecca Clark describes the economic impact of Jim Crow: denying African Americans desirable jobs, forcing them into low-paying jobs, and humiliating African American consumers.
Segregation and integration caused difficulties in the life of this African American student.
A Birmingham lawyer shares his reflections on segregation in Birmingham, Alabama, and racism in the United States.
Eleanor Copenhaver Anderson remembers her work with the YWCA industrial department over the course of forty years. She describes the impact liberalism and communism had on organizing textile mill labor unions.
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.