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Founded in 1923 in Louisiana and relocated a year later to Arkansas, Commonwealth College was a resident labour college on a self-sustaining communal farm. Cobb describes how its Debsian socialist leaders dreamed of educating the industrial class to create a utopian cooperative commonwealth. ... Read more

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After World War II, elite private universities in the South faced growing calls for desegregation.Though, unlike at their peer public institutions, no federal court ordered these schools to admit black students and no troops arrived to protect access to the schools, to suggest that desegregation at these universities took place voluntarily would be misleading In Desegregating Private Higher Education in the South, Melissa Kean explores how leaders at five of the region's most prestigious private universities--Duke, Emory, Rice, Tulane, and Vanderbilt--sought to strengthen their national position and reputation while simultaneously answering the increasing pressure to end segregation.To join the upper echelon of U. S. universities, these schools required increased federal and northern philanthropic funding.Clearly, to receive this funding, schools had to eliminate segregation, and so a rift appeared within the leadership of the schools.University presidents generally favored making careful accommodations in their racial policies for the sake of academic improvement, but universities' boards of trustees--the presidents' main opponents--served as the final decision-makers on university policy.Usually comprised of professional, white, male alumni, board members reacted strongly to threats against southern white authority and resisted determinedly any outside attempts to impose desegregation.

The grassroots civil rights movement led by southern blacks created a national crisis of conscience that led many individuals and institutions vital to the universities' survival to insist on desegregation.The schools felt enormous pressure to end discrimination as northern foundations withheld funding, accrediting bodies and professional academic associations denied membership, divinity students and professors chose to study and teach elsewhere, and alumni withheld contributions.The Brown v. Board of Education decision in 1954gave the desegregation debate a sense of urgency and also inflamed tensions--which continued to mount into the early 1960s.These tensions and the boards' resistance to change created an atmosphere of crisis that badly eroded their cherished role as southern leaders.When faced with the choice between institutional viability and segregation, Kean explains, they gracelessly relented, refusing to the end to admit they had been pressured.

Shedding new light on a rare, unexamined facet of the civil rights movement, Desegregating Private Higher Education in the South fills a large gap in the history of the academy.

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Customer Reviews (2)

How the South caught up
This book is exactly what the title says it is, told from the perspective of the wealthy and influential white men who ultimately gave in.While it's a truly exceptional chronicling of how these universities dealt with their respective trustees during the period, there's actually rather little about the African-Americans who form the locus of the story.This book is really about how conservative white men gave into the financial pressures and ultimatums of northern philanthropists, court orders, and the threat of further loss of academic prestige than about some great moral transformation that took place at the universities in question.Understanding the thesis, you'll love this book.If you're looking for a moral statement about civil rights, this book will disappoint you.

Defeat of the bitter-enders
"Harvard is the Emory of the North," said Atlanta boosters in the period following World War II. But it wasn't true, and Harvard was not the Duke of the North, either. The presidents and faculties of five elite southern schools - Duke, Emory, Tulane, Rice and Vanderbilt - knew their institutions were inferior, by orders of magnitude, to the Ivies, Stanford and the University of Chicago. Morally and pragmatically, segregation stood in the way of advancing their schools. To become a research university and to mount competitive graduate programs required outside funding, principally from large national philanthropic foundations and from the federal government. But such funding sources as the Ford, Carnegie and Rockefeller organizations began to attach a string to their largesse - abandonment of Jim Crow restrictions on race. And beginning with Truman, each succeeding federal administration increasingly pressured the private schools to end segregation voluntarily or risk losing grants and other major sources of funds.

University trustees manned the barricades, barring transformation of the institutions. Uniformly well-fed, white, and backward-facing, these worthies dedicated their tenure to the maintenance of racism in their beloved schools. Melissa Kean avoids an "inside baseball" study of the five universities. Instead, she offers a well-written, fast-paced account of the faceted conflicts between the academicians and their well-intentioned superiors. University presidents, sometimes aided by a conservative but practical trustee, became whitewater guides, steering through political rocks and hazards. Readers know the outcome of the struggles, and Kean gives us a thoughtful and absorbing account of how it happened.
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In the aftermath of Hurricane Katrina, a group of Southern University at New Orleans administrators, faculty and staff provided counseling for the children at Sophie B. Wright Middle School, many of whom could not evacuate and were forced to endure the horror of local, state and national neglect.Gathering together leading experts to examine the lessons that Hurricane Katrina teaches us about better assessing, perceiving, and
managing risks as well as dealing with the aftermath of a natural disaster, this book provides insight into the effects of such disasters on the daily lives of the individuals who live through them. ... Read more

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Alarmed at the growing poverty, illiteracy, class strife, and vulnerability of women after the upheavals of Reconstruction, female activists in Georgia advocated a fair and just system of education as a way of providing economic opportunity for women and the rural and urban poor. Their focus on educational reform transfigured private and public social relations in the New South, as Rebecca S. Montgomery details in this expansive study. The Politics of Education in the New South provides the most complete picture of women's role in expanding the democratic promise of education in the South and reveals how concern about their own status motivated these women to push for reform on behalf of others.

Montgomery argues that women's prolonged campaign for educational improvements reflected their concern for distributing public resources more equitably. Middle-class white women in Georgia recognized the crippling effects of discrimination and state inaction, which they came to understand in terms of both gender and class. They subsequently pushed for admission of women to Georgia's state colleges and universities and for rural school improvement, home extension services, public kindergartens, child labor reforms, and the establishment of female-run boarding schools in the mountains of North Georgia. In the process, a distinct female political culture developed that directly opposed the individualism, corruption, and short-sightedness that plagued formal politics in the New South.

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Volume: 1Publication date: 1952Notes: This is an OCR reprint. There may be numerous typos or missing text. There are no illustrations or indexes.When you buy the General Books edition of this book you get free trial access to Million-Books.com where you can select from more than a million books for free. You can also preview the book there. ... Read more

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Volume: 2Publication date: 1952Notes: This is an OCR reprint. There may be numerous typos or missing text. There are no illustrations or indexes.When you buy the General Books edition of this book you get free trial access to Million-Books.com where you can select from more than a million books for free. You can also preview the book there. ... Read more

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This scarce antiquarian book is included in our special Legacy Reprint Series. In the interest of creating a more extensive selection of rare historical book reprints, we have chosen to reproduce this title even though it may possibly have occasional imperfections such as missing and blurred pages, missing text, poor pictures, markings, dark backgrounds and other reproduction issues beyond our control. Because this work is culturally important, we have made it available as a part of our commitment to protecting, preserving and promoting the world's literature. ... Read more

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The Pocket Guide is a great way to teach students about your state! Each section is color coded for easy recognition. Riddles, recipes, and surprising facts make this guide a delight. ... Read more

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Purchase includes free access to book updates online and a free trial membership in the publisher's book club where you can select from more than a million books without charge. Excerpt: Raymond Michael Clausen Jr. (October 14, 1947May 30, 2004) was a United States Marine who was awarded the Medal of Honor for heroism in Vietnam in January 1970. On a mission to rescue Marines from a minefield, under heavy enemy fire, he carried out one dead and eleven wounded Marines, making six trips through the minefield until every Marine was extracted. Clausen was born on October 14, 1947 in New Orleans, Louisiana. He graduated from Hammond High School (Louisiana) in 1965 and attended Southeastern Louisiana University for six months before enlisting in the U.S. Marine Corps Reserve in New Orleans on March 30, 1966. He was discharged to enlist in the regular Marine Corps on May 27, 1966. Private Clausen received recruit training with the 3rd Recruit Training Battalion, Recruit Training Regiment, Marine Corps Recruit Depot, San Diego, California, and individual combat training with the 3rd Battalion, 2nd Infantry Training Regiment at Camp Pendleton, California. He then completed Aviation Mechanical Fundamentals School and the Basic Helicopter Course at Naval Air Technical Training Center in Memphis, Tennessee. He completed his training in April 1967 and was transferred to Marine Aircraft Group 26 (MAG-26), Marine Corps Air Facility, New River, Jacksonville, North Carolina, where he served as a jet engine mechanic with Marine Medium Helicopter Squadron 365 (HMM-365) and, later, as a guard with Marine Air Base Squadron 26 (MABS-26). In December 1967, Private First Class Clausen was ordered overseas to serve as a jet helicopter mechanic, which he did throughout his tour of active duty service. He joined the 1st Marine Aircraft Wing, Fleet Marine Force, Pacific, with Headquarters and Maintenance Squadron 36 (H ... Read more

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A study on school and teacher effectiveness in the US, employing both quantitative and qualitative research methods. Using case studies, the authors address, among others, such issues as the relationship between teachers and principals, and the building and sustaining of "more effective schools". ... Read more

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High Stakes is a critical ethnography of an underfunded public elementary school in this era of accountability and high stakes testing. The book was written during the year the authors served as third and fourth grade teachers, and it juxtaposes the experiences of mostly minority children of poverty and their teachers with an examination of high stakes testing policies and the loss of a comprehensive education to political dictates. ... Read more

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The Louisiana Journey Worksheets, Maps, Tests, and Diagrams book provides practice tests in a format commensurate with Louisiana's assessment programs. All of the worksheets, quizzes, and answer keys are correlated to the Louisiana Department of Education Social Studies Grade Level Expectations. One Louisiana Journey Worksheets, Maps, Tests, and Diagrams book is free with every purchase of 25 or more student editions. Please call 1-800-748-5439 ext. 175 for more information.
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