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African American Oral Histories of Oak Ridge, Tennessee, Public Schools During the Early Days of Desegregation, 1955 – 1967

Date Issued
December 1, 2013
Author(s)
Whipple, Lorena B.  
Advisor(s)
Barbara J. Thayer-Bacon
Additional Advisor(s)
Cynthia G. Fleming, Diana Moyer, Jeannine R. Studer
Abstract

Many traditional historical texts of the United States are missing the voiced presence of African Americans. Existing historical texts concerning desegregation in the South, and particularly in Tennessee, are missing African Americans’ experienced perspectives during racial desegregation in Oak Ridge, Tennessee. The intention of this dissertation is to use oral history as a methodology to document the memories of seven African Americans who participated in the racial desegregation of Oak Ridge, Tennessee public schools. Critical race theory is the interpretive lens used to analyze the interviews. The oral historical accounts contained in this study suggest African Americans have a unique perspective that enhances existing historical accounts. Oak Ridge maintains a unique place in U.S. history. It was both the home of one of the United States government’s secret site for the Manhattan Project which led to the country’s World War II victory, as well as the first public school system in the state of Tennessee to racially desegregate in 1955. After May 17, 1954, the U.S. Supreme Court pronouncement that racially segregated public schools were inherently unequal, Oak Ridge public schools voluntarily complied and racially desegregated Robertsville Junior High and Oak Ridge High Schools. The resulting action required the transfer of all seventh through twelfth grade African American students from Oak Ridge’s all “Colored” Scarboro School. The remaining enrollment of African American elementary school students continued until after the second-wave of racial desegregation laws took effect after the passage of the 1964 Civil Rights Act. The complex history of African Americans in the United States and in particular within public education, positions this study within the realm of contingencies that re-scripts the United States’s historical narrative as well as the historical narrative of African Americans in Oak Ridge public schools.

Subjects

oral history

Oak Ridge

desegregation

critical race theory

Disciplines
Education
Educational Sociology
Inequality and Stratification
Law and Society
Politics and Social Change
Quantitative, Qualitative, Comparative, and Historical Methodologies
Race and Ethnicity
Social and Philosophical Foundations of Education
Sociology of Culture
Student Counseling and Personnel Services
Degree
Doctor of Philosophy
Major
Education
Embargo Date
January 1, 2011
File(s)
Thumbnail Image
Name

LWhippleFinal.docx

Size

3.48 MB

Format

Microsoft Word XML

Checksum (MD5)

b6c97f4088980ce34c350c30d3aefda0

Thumbnail Image
Name

LWhippleFinal.pdf

Size

2.58 MB

Format

Adobe PDF

Checksum (MD5)

eeb3a81382874ee0e35d11e7930320cd

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