A re-examination of segregated public schools in the United States, 1935--1954: The positive impact on the education of African-Americans

THE PROBLEM. The purpose of this study was to provide insight into the culture of segregated public school settings as they existed for African-Americans in the United States during the years 1935-1954. This study was not meant to exempt or redeem social and public policies, legislation, or segregation by race in the United States from 1896-1964. The intent of the study was to provide a broad and meaningful perspective of segregated public schools successful in the education of a race of people within a segregated context.;METHOD. Research for this study was conducted from a multi-blended approach: historical, narrative, symbolic interactionalist, and the basic principles of ethnography. Primary sources were 8 key informants (4 male and 4 female). Participants in the study were former students in segregated public schools from various southern cities, now retired from public school service as school administrators in integrated public schools in the United States. Their participation in the study provided a means of verification and trustworthiness of secondary source data. Secondary sources such as historical journals, archival data, and ethnographies provided essential background data for the study.;RESULTS. The findings of the study confirmed the essential value of social and cultural capital within communities. From the study, emerged community attributes such as common goals, common values, persistence, pride, and philosophical pragmatics within a context of limited resources. The evidence of intangibles and tangibles of survival was apparent in participant interviews. Each participant interview was conducted within a time frame of 6 to 8 hours at participants' places of residence and/or employment. Each participant eagerly reflected upon his or her lives as students growing up in a southern, segregated city, town, or rural setting. Reports of regrets or misgivings regarding economic status, families, and educational experiences were not evident in interviews. All participants reported fond memories of parents and pastors, including teachers and principals of their respective schools.