Black school board members and desegregation

Abstract

James J. Doughty College of Education Central State University Wilberforce, Ohio D uring the past thirteen years since the passage of the Voting Rights Act of 1965, we have seen the election of hundreds of black officials throughout the country. These officials cover the spectrum from ward leaders to United States Senator. However, the vast majority are board of education members. The Ohio State Board of Education, for example, has two black members. Furthermore, there are thirty-eight black members on local boards of education in Ohio. A logical question would be to ask how black board members view the challenge of school desegregation. The article represents an attempt to provide an answer. The processes used to gather data were personal, on-site visits with black board members, conference calls, and the solicitation and review of relevant documents. At the state level an interview was arranged with Mr. Walter A. Burks, Jr., member of the Ohio State Board of Education. A conference call was held with Attorney James H. Roland, Sr., Acting ChairpersonPennsylvania State Board of Education, Chairperson of its Council of Basic Education and President of the Harrisburg City Schools Board of Education. Documents were obtained from Dr. Robert W. Evans, Director, Kent State University KEDS General Assistance Center and Dr. Joseph M. Cronin, Illinois State Superintendent of Education. At the local level interviews were held with Mrs. Bernice Lott, President, Cleveland Heights, University Heights Board of Education; Attorney Robert Braddock, Member, Cincinnati Board of Education; Mrs. Marie Castleman, Dr. David Hamlar, and Dr. Watson Walker, all members of the Columbus Board of Education; and Mr. Leo Lucas, Member, Dayton Board of Education. Additional insight relative to Black board members was obtained from Dr. James Hagerty of KEDS and Dr. Benjamin Turner, Superintendent, Harrisburg, Pennsylvania City Schools. The personal interview technique was used because it was hoped that it would facilitate an open and thoughtful treatment of the desegregation issue. In order to insure reporting accuracy, most of the sessions were tape recorded. Most of the interviewees were asked a common set of fifteen questions, as follows: