Longtime Prospect, North Carolina, resident James Moore recalls desegregation in that town.

A white student remembers fear and violence during desegregation in Chapel Hill.

Former student remembers West Charlotte High as a place where diversity created both opportunity and conflict.

Steve Cherry describes desegregation from the perspective of a coach and a principal in Lincoln County, North Carolina.

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.

A principal remembers integration in a largely Native American community.

Sheila Florence, among the first African Americans to desegregate Chapel Hill High School in Chapel Hill, North Carolina, remembers growing up in the segregated South and working to end desegregation.

Sam Holton explains his role in the desegregation of Chapel Hill schools during his tenure on the school board from 1968 to 1974.

Charlene Regester assesses the costs to blacks of school integration in Chapel Hill.

Ebson V. Dacons recounts his career as a black administrator of segregated and desegregated public high schools in Wilkes County, North Carolina.

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.

Journalist and activist Daisy Bates recalls working for civil rights in desegregation-era Arkansas.

Clyde Smith recalls the tensions that integration introduced to athletics at North Carolina's Lincolnton High School.

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.

Patricia Neal settled in Durham, North Carolina, during the 1950s and became an active member of the community. Having served on the Durham County Board of Education from the late 1960s through the 1980s, Neal describes the process of integration and its impact on Durham schools and on the community.

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.

Harriet Love shares memories of and fondness for West Charlotte, a truly unique school.

Latrelle McAllister remembers a nurturing, vibrant environment at West Charlotte High School and worries that this ethos may be at risk.

Orval Faubus defends his legacy.

Arthur Griffin reminisces about Second Ward High School in Charlotte, North Carolina, and reflects on the legacies of desegregation.

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 Birmingham lawyer shares his reflections on segregation in Birmingham, Alabama, and racism in the United States.

Segregation and integration caused difficulties in the life of this African American student.

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.

A white student's experience with racial division at West Charlotte convinces her of the importance of integrated education.

Robert W. (Bob) Scott, former governor of North Carolina and the state's community college system president, describes his tenure as governor and discusses North Carolina politics.

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.

Terry Graham, resident of Mooresville, North Carolina, and taxi service operator, describes his changing town and its relationship to Charlotte. He also discusses the desegregation of the local schools.

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.

William E. White Jr. describes his encounters with religion, race, and sexuality.

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.

A former student at Lincoln and Chapel Hill High School recalls the frustrations of integration.

Residents of Maxton, North Carolina, respond to integration.

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.

George LeMaistre remembers Alabama politics from the 1920s to the 1970s, a story troubled by violent racism and the struggle over integration.