Negro Teachers Research Articles

The Exact Synonym for “Missionary” is “Negro Teacher”: Black Feminism in the Sunday School

African American Sunday school teachers in the early twentieth century were motivated by an ethic of care that was spiritual, historical, and political. This essay reconstructs the image of missionary educator as previously defined or experienced by missionary educators in white religiosity by utilizing the image of othermother presented in the scholarship of Patricia Hill Collins. The central argument, that the pedagogy of missionary othermothers coalesced with the elements of power and caring in black women’s struggles for survival, quality of life, and full citizenship status, gives voice to nameless Black teachers and aids in constructing an African American epistemology of teaching.

Psychological correlates of speech characteristics: on sounding "disadvantaged".

Grade school teachers tended to differentiate the speech samples of children along two gross and relatively independent dimensions tentatively labeled “confidence-eagerness” and “ethnicity-nonstandardness.” Specific ratings of a child’s social status could be interpreted relative to this two-dimensional judgmental model. Moreover, based on measured characteristics of the speech samples, it was possible to develop interpretable prediction equations for variations in the social status ratings. Judgments of social status coincided with an earlier assigned socioeconomic index far more so for Negro than for white children. This prevailed generally with white and Negro teachers, sex of child, and the child’s speech topic. Although judgmental dimensions and prediction equations were roughly similar for Negro and white teachers, differences pointed to more dependence between ratings of race and status on the part of white teachers. When rating a child as high status, the white teachers had a greater tendency to identify him as being white, even if the child himself were Negro.

Multidimensional Comparison of the Attitudes of Superintendents and Teachers in Majority Negro School Districts of the South

AbstractTen concepts were scaled by teachers and superintendents of six majority Negro school districts in the South. Over a 6-week period, four of the ten concepts perceived by the teachers shifted significantly in semantic space: (a) this summer's institute, (b) the white child, (c) the Negro child, and (d) the Negro teacher. Plots of the attitudes perceived by the superintendents were significantly distant from semantic plots by the teachers. The Negro teacher concept, however, was perceived by all as very low in ability and overall value to the public school system.

INTENTIONAL SEGREGATION IN ILLINOIS

Abstract In April, 1964, a group of Negro parents whose children attended school in District No. 151, located adjacent to Cook County, filed a complaint with the State Superintendent of Publice Instruction. The complaint alleged that Negro children and teachers were segregated into the Coolidge School. The then‐superintendent of District 151 testified that “since 1948 he has not thought it was to the best interest of the district to assign any Negro teachers to one of the white schools.” It was also found that definite geographical school attendance areas were non‐existent. The State Superintendent, however, ruled against the complainants on May 26, 1966. Meanwhile, earlier that Spring, organized Negro parents had conducted a boycott on behalf of school integration. Representative Anthony Scariano, chairman of the state legisative education committee and in whose district the schools are located, insisted the original charges were justified. In February, 1967, a report on improvement of education in District 151 was completed by a committee of experts headed by Guy E. Cornwell. The Cornwell report observed in passing that District 151 should attempt to overcome the effects of racial segregation. On March 13, 1968, the U. S. Department of Justice wrote District 151 requesting that a plan to desegregate the teacher force be submitted by March 26, 1968. On April 23, the Department wrote the District requesting a plan to remedy pupil segregation; the deadline was May 15, 1968. Meanwhile, on April 25th, the U. S. Attorney General filed suit against the District, charging deliberate segregation of faculty and staff in violation of the Fourteenth Amendment and Title IV of the Civil Rights Act of 1964. (This was the first such action by the Attorney General in a non‐southern city.) A conflict arose between Superintendent Charles Watts and the entire school board. Dr. Watts advocated that the board admit that deliberate segregation had occurred, and offered a plan to remedy the discrimination. Following are some of the principal documents in the case.

Teacher Views of Poverty Area Children

To assses the favorabillty disposition and content of teachers' views of poverty children, 167 teachers were asked to select 50 of 300 words which best describe poverty children. Proportion of poverty children In present teaching assignment was unrelated to favorabillty, but those with many such children showed a more frustrated view. Teachers’ age and teachers' childhood economic background were unrelated to favorabillty or content of view of these children. Teachers rated as most successful with poverty children showed a more favorable disposition and a less frustrated attitude. Negro and Caucasian teachers did not differ in favorabillty, though Negro teachers seemed to think of these children as more active and resistant. The general stereotype of poverty children Is quite negative.

NEGRO TEACHERS’ ASSOCIATION CONFERENCE

(1967). NEGRO TEACHERS’ ASSOCIATION CONFERENCE. Equity & Excellence in Education: Vol. 5, No. 4, pp. 35-37.

Civil Rights. Equal Protection of the Laws. Schools and School Districts. "Free Choice" Desegregation Plan Approved Provided Faculty Is Integrated by Insuring That Percentage of Negro Teachers in Each School Approximates Percentage Employed in Entire System. Kier v. County School Board, 249 F. Supp. 239 (W. D. Va. 1966)

Civil Rights. Equal Protection of the Laws. Schools and School Districts. "Free Choice" Desegregation Plan Approved Provided Faculty Is Integrated by Insuring That Percentage of Negro Teachers in Each School Approximates Percentage Employed in Entire System. Kier v. County School Board, 249 F. Supp. 239 (W. D. Va. 1966)

The Negro Teacher and the Fourteenth Amendment

Negro teacher in the South has borne a special burden during the progress towards school desegregation since ,the U.S. Supreme Court's Brown v. Board of Education of Topeka decision in 1954. At times he may even envy the Negro pupil. Despite defiance, delays, tokenism and resegregation, the Negro pupil's rights are well defined and his progress toward integrated classrooms is a matter of Federal Government policy. Negro teacher's position is much less secure. As one Federal judge in Arkansas commented during a 1965 suit brought by three Negro teachers who had lost their jobs due to desegregation, The Fourteenth Amendment . . . is not a teacher tenure law.1

The Negro Teacher and Desegregation: A Study of Strategic Decision‐Makers and Their Vested Interests in Different Community Contexts*

The Negro Teacher and Desegregation: A Study of Strategic Decision‐Makers and Their Vested Interests in Different Community Contexts*

A Study of Professional Preparation of Negro Teachers of Exceptional Children in North Carolina County and City Public Schools

A Study of Professional Preparation of Negro Teachers of Exceptional Children in North Carolina County and City Public Schools

Teaching and Students: The Views of Negro and White Teachers

Teaching and Students: The Views of Negro and White Teachers

School Board and Negro Teacher in California

School Board and Negro Teacher in California

Changes and Challenges in the '60's

One of the facets of the economic and social revolution which we are now undergoing is the fact of school integration. As a Negro teacher, it appears to me that we are challenged by the fact of school integration. What does the research literature tell us regarding the academic performance of our newly-desegregated learner? What has been his academic achievement under desegregation as compared to his academic achievement under segregation? Has his academic achievement unrealistically pulled down the average of the integrated school to which he has transferred? Has his academic achievement embarrassed his former colorcaste education? What does desegregation of public school instruction tell the Negro teacher about the validity of the segregated instruction?

Tasks for the Negro Teacher in Improving Academic Achievement of Negro Pupils in the South

Tasks for the Negro Teacher in Improving Academic Achievement of Negro Pupils in the South

A Study of Attitudes of Negro Teachers and Pupils Toward Their School

A Study of Attitudes of Negro Teachers and Pupils Toward Their School

A Comparison of Certain Characteristics of White and Negro Teachers in a Large Southeastern School System

A Comparison of Certain Characteristics of White and Negro Teachers in a Large Southeastern School System

Disciplinary Status of White and Negro High School Students in a Large Southeastern School System

Recent decisions by the Supreme Court of the United States relative to racial segregation in the public schools have focused attention on the need for valid information concerning certain comparative characteristics of white and Negro teachers and pupils. A previous paper1 by the writer dealt with a comparison of certain characteristics of white and Negro teachers in a large Southeastern school system. These comparisons indicated that, with certain notable exceptions (i.e., average salary, amount of formal education, level of teaching certificate), Negro teachers compared unfavorably with white teachers. A second paper2 (in collaboration with R. Travis Osborne) compared the reading and arithmetic achievements of white and Negro sixth grade pupils in the same school system, with CA and MA held constant. In both subject areas, Negro students were notably retarded as compared with white students.

School Desegregation and the Education of Negro Teachers in the South

School Desegregation and the Education of Negro Teachers in the South

The Negro Teacher in the Process of Desegregation of Schools

The Negro Teacher in the Process of Desegregation of Schools

The Utilization of Negro Teachers in the Colleges of New York State

The Utilization of Negro Teachers in the Colleges of New York State