Jennifer Buckner

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Material Information

Title:
Jennifer Buckner
Physical Description:
Oral history interview
Language:
English
Creator:
Jennifer Buckner ( Interviewee )
Nicole Cox and Joe Mathis ( Interviewers )
Publication Date:

Subjects

Subjects / Keywords:
Oral history
Civil rights movements--Mississippi--History
Mississippi State Penitentiary
School integration
Genre:
Temporal Coverage:
1960 - 2010
Spatial Coverage:
United States of America -- Mississippi

Notes

Summary:
Buckner shares her experiences growing up in Mississippi and living in Chicago, school integration and being jailed at Parchman Farm after being arrested at a civil rights protest in the 1960s. People mentioned include: Annie Pearl Clark, Beverly Perkins, Margaret Block, James Ewing, Owen Brooks, Thomas Edwards and Barack Obama. Locations include: Greenwood, Clarksdale, Cleveland, Mississippi; Chicago, Illinois and Hawaii. Organizations include: Delta Ministries and the Ku Klux Klan.

Record Information

Source Institution:
UF Samuel Proctor Oral History Program
Holding Location:
UF Samuel Proctor Oral History Program
Rights Management:
All rights reserved by the submitter.
Resource Identifier:
spohp - MFP 068
System ID:
AA00025467:00001


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The Foundation for The Gator Nation An Equal Opportunity Institution Samuel Proctor Oral History Program College of Liberal Arts and Sciences Program Director : Dr. Paul Ortiz 241 Pugh Hall Technology Coordinator : Deborah Hendrix PO Box 115215 Gainesville, FL 32611 352 392 7168 352 846 1983 Fax The Samuel Proctor O ral History Program (SPOHP) was founded by Dr. Samuel Proctor at the University of Florida in 1967. Its original projects were collections centered around Florida history with the purpose of preserving eyewitness accounts of economic, social, political, re ligious and intellectual life in Florida and the South. In the 45 years since its inception, SPOHP has collected over 5,000 interviews in its archives. Transcribed interviews are available through SPOHP for use by research scholars, students, journalists and other interested groups. Material is frequently used for theses, dissertations, articles, books, documentaries, museum displays, and a variety of other public uses. As standard oral history practice dictates, SPOHP recommends that researchers refer t o both the transcript and audio of an interview when conducting their work. A selection of interviews are available online here through the UF Digital Collections and the UF Smathers Library system. Oral history interview t ranscripts available on the UF D igital Collections may be in draft or final format. SPOHP transcribers create interview transcripts by listen ing to the ori ginal oral history interview recording and typing a verbatim d ocument of it. The transcript is written with careful attention to refl ect original grammar and word choice of each interviewee; s ubjective or editorial changes are not made to their speech. The draft trans cript can also later undergo a later final edit to ensure accuracy in spelling and format I nterviewees can also provide their own spelli ng corrections SPOHP transcribers refer to the Merriam program specific transcribing style guide, accessible For more information about SPOHP, visit http://oral.histor y.ufl.edu or call the Samuel Proctor Oral History Program office at 352 392 7168. October 2013

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MFP 068 Interviewee: Jennifer Buckner Interviewer: Nicole Cox and Joe Mathis Date of Interview: September 24, 20 10 C: with Joe Mathis, and we are interviewing Ms. Jennifer Buckner. Thank you so much for being here with us today. B: Thank you. C: Well, I guess maybe just to start off, you could te ll us maybe a little bit of thing. B: Okay. I was born in Greenwood, Mississippi. I moved to Cleveland when I was four with my aunt and uncle, who was an AME minister. I went to H.M. Nailor Elementary School and graduated from Eastside High School. Afterwards, I attended Coahoma Junior College at that time Coahoma Community College. T hen graduated from Delta State well, Delta State College at that time in 1972. After that, I mov ed to Chicago and was there for fourteen years. I worked in central accounting at Montgomery Ward until that department moved to Kansas. After about a year, I worked with a daycare, an after school program at my church. In 1987 I went to Hawaii and was th ere until 1992. I had to decide whether I wanted to go to back to the Chicago winters or come home to a little more [Laughter] So, I decided to come home. After I came home, I taught at Coahoma County High School for eleven years, and Hunter Middle School in Drew for a semester and at Eastside High School for a semester. Now,

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M FP 0 68 ; Buckner ; Page 2 m not teaching anymore; you know, substitute with the NCBA, which is the National Caucus on Black Aged for twenty hours a week. They make it on call I doing now. C: Well, could you tell us a little bit more, maybe, about what it w as like growing up in Greenwood? B: No, I grew up here. C: Grew up here, okay. B: Uh huh. I was born in Greenwood. C: Okay. What was it like growing up here in Mississippi? B: I liked well, I lik ed it. I liked going to school. Basically, I was a shy child. People have a problem believing that, but I am. [Laughter] At that time, I was. Then, I had a friend, a girl named Annie Pearl Clark, who kind of befriended me because I used to stand on the wal l outside at recess by myself. She During the summer, I never knew what they did, because I was always gone. But, when school would always start in the middle of September or almost the end of September because the farmers had to get their crops done. So, black folk picked cotton, you know, during that time. After we started school, the first six weeks was only a half a day like we got out at 12:30. The kids would go home, change clothe s, go to the field; pick

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M FP 0 68 ; Buckner ; Page 3 something that I never had to do, I guess because, at that time see ho class know. Becaus e the other kids is going, I want to go, too, because minister that had some cotton. I would go down there which pick very much I had friends that could pick, in a half a day, two hundred pounds of cotton. I would barely get forty. So, I was just there because the other kids was there. So, basically, it was quiet. You know, whole lot until we got in . I guess, in elementary school, we did like operettas a nd things like that. I was always a part of those. Then, when I vy as I am now l et the heaviness get me down. [Laughter] So, I was a cheerleader all through high school. As a matter of fact, I think I was in eighth grade when the cheerleading coach got me. I went all the way through high school. I was in the choir dramatics club enrichment club. I was real active. I went to Coahoma C: So, how long of a trip was that? B: Coahoma three or four miles out. So, we would have to catch the bus early in the

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M FP 0 68 ; Buckner ; Page 4 a bus as it was back in the [19]60s, because a lot of those kids have cars a t Delta State but I wanted to go to Alcorn. institutions did. So, Delta State at that time, that was the time during integration in order for them to keep thei r federal funds, they had to get some more of us over there. Because they were only, I guess, about . wher e I went. I got a free ride anything. place to work, because other kids already got the jobs, so they set up what they call a pool. When it was time for us to work, we would go in and sign in. Excuse me. In a room. And if they needed us someplace, they would send us someplace. I think I got sent someplace about twice, so that was an easy job. We organiz ed a black student organization BSO and . I went over ther the real world, and because I stayed in Cleveland, my aunt wanted me to get the experience of staying on campus. So, for a ye ar and a summer, I stayed on campus. Very interesting. My room was in Cleveland Hall, right on the front of the first floor. it was four of us

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M FP 0 68 ; Buckner ; Page 5 middle. Of co urse, we were black integrated rooms. C: Although the university was integrating, huh? B: es on campus at that time, so the young men organized them a fraternity called Iota Kappa Chi, I think it was. And they got a charter. If they had kept it up, it probably by now, it probably could have been national, uh huh. If the ones who came behind the m and the ones who started it M: Stayed involved. B: Uh huh, probably could have. But the girls, we never did get anything started in that realm, but finally, before I left, they were trying to get a to think before I get into 1969. Maybe something will come up in. We decided that, in 1969, there were some things that needed to be changed planned a week of demonst rations and, like they were talking about last group. We knew right away who that person was. So, we planned our demonstrations each day, what we were going to do. After we finished I think it was a Thursday; had to be Thursday, because we had another day to do

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M FP 0 68 ; Buckner ; Page 6 to disperse. So, some kids went the dor m, went home because we had commuting students A t that time, the student union was called the mill, and it was in that everybody was through there was a certain nucleus of us that were just standing aroun d the mill, talking. Somebody said, just all of a sudden said, know? So, a friend of mine and I, we were standing up there. We were standing up there and stuff, so he just grabbed both he got in the middle and grabbed both of us by the hand and we started running, because we why we saved that to the last day we thought we were saving it to the last day of demonstra tions. So, sure enough, soon as we got in there and sat down . and I guess they must have hristian organization. So they would have them, because the fellas are watching us every day, you know. But, anyway, here come the other troopers. The fella that was the infiltrator was trying to go up the steps, trying to sneak up the steps, trying to cra wl up the steps. So my friend, Ms. Davis, pulled white fella, and I cannot think of his name . his father was a minister, uld call and

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M FP 0 68 ; Buckner ; Page 7 when they put us on the bus when they brought us out and put us on the bus have known what col or bus to bring; they brought a black bus, you know. M: Yeah. B: to class; they said they just felt something was wrong, so they left class and came out. When they came out, they saw them putting us on the bus, so they were arrested, too. They took us first, they took us to the county jail. Well, the county jail used to be in the courthouse, so there really where in the world campus, and they followed. Somebody said, if we go down ol d rural road I not going to say oh, no. They took us to Parchman Penitentiary. They they had some room at Pa rchman Penitentiary was in maximum security, were on one side, and they had us on the other side of the wall. There was white warden. He said that

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M FP 0 68 ; Buckner ; Page 8 possible. Well, how comfortable can you be? M: On death row. B: t close the cells; they let us be free, somewhat. But they said the boys, said, they closed their cells. Now, how are they going to get out? A bunch of college students. I mean, the y brought cigarettes and cards and stuff for us to play and stuff. But the things that was chilling, they searched us like they searched a regular inmate. M: So, a tactic to take your pride? B: Yeah, you know. M: Yes B: they fed us pretty good; prison food, whatever. But, the next day, how we knew what was going on, on the outside, was those death row inmates had a r adio. They would talk through the wall and tell us what was going on. So, we knew what time we were potentially going to get out, and when they changed the time. We knew what the bail was going to be after we got out, or when they changed the bail, so wher ever they would tell us through the walls. Finally, they let us go. When we got to the courthouse, the kids from Eastside had filled the room. There were some white kids

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M FP 0 68 ; Buckner ; Page 9 had come and brought us food and fruit, and it was I mean, the experience was, it lets you know there are some good people in the world, and there are some bad people. What happened, how all of us got out I mean, bonded parents from other places put up their property, their property bo nds. their property for them to get out. I t hink it was six hundred dollars had to go anyway, we had hearings; we had individual hearings, and we had a young civil rights lawyer give me a M: A real name. B: [Laughter] But, anyway, he was real good. And he was comical. By this if he bothered with something that sho uld be objected, he would touch us and tell us what to do, or he would write and say in some instances, called us in their one by one. What was that, fifty some of us? Fifty two or so mething that of us. When they called me in, they were always talking about outside agitators. When I got in there, Lord knows, they thought I

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M FP 0 68 ; Buckner ; Page 10 agitator? You know, I think to myself, they enough to do anything? You know. I see that your address is Chicago, Illinois, on my cumulative record I said, if you would have looked on it, that I graduat ed from H.M. Nailor Elementary School and Eastside High thought I had come down from Chicago and M: Got everybody in uproar. B: Got everybody in an uproar and so forth and so on. So, they always wanted to know who our leader was, so we never did tell. See, they always thought it was president or whatever, you know But, afterwards, my aunt did not know that I was in jail until late that evening. She was walking, she was wondering why people was looking at her as she was going downtown. demonstrations who wanted to, but she was scared of her father called little thing. Never raised her voice. I had never heard her curse. But she secretary, she w anted to speak to the president President Ewing. Said s he

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M FP 0 68 ; Buckner ; Page 11 said one of those bad words. After I got home and she told me, I said, I know M: What was going on. B: he r the run around, too. So, then she called by that time, Owen Brooks, I guess he was the director of Delta Ministries, that was another civil rights organization. Owen Brooks and was he used to be warden at Parch m a n, too, years later. They all together and . they were the ones organizing and making sure that everyone was bonded out and everything. Then, of course, we had meetings afterwards. I left Delta State after that because I was going to have to get the p robation. Like I say, I just . at that time, I was fed up. So, what I decided to do was go back to Coahoma and finish that one year at Coahoma because I only went one year at Coahoma and then I came C oahoma get that AA, my major from social studies to speech and drama. In that department, that made me feel m ore at home, because we were closely knit in that department than I had felt the first year I was there. So, I was still shy liked when I was doing you know, we had to do the Speech 1 01 and all

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M FP 0 68 ; Buckner ; Page 12 that. I enjoyed that, so I majored in speech and drama. So, the first time that I was really . that was on stage at Delta State, was interpretive reading. That was a part of your grade. We had to do a play not a play, but an interpretive rea ding that night. We did A Raisin in the Sun She [Laughter] M: How were you received back on campus after you transf erred back in? B: Well . some of the kids never left, you know. Another fella, Thomas Edwards, went to Valley and came back. So, there was always somebody but there was always some body left, because see, like I said, some of the kids who were in the demonstrations M: B: where t hey would have put us. It would have been about a hundred or so, that went to jail. I think that we did, but there was some more that was a part of it, too, and I think they should be recognized, too, you know what M:

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M FP 0 68 ; Buckner ; Page 13 B: know. M: During your time absence, when you went back to Valley B: M: To Coahoma, the stu dents that were left on campus, do you think that B: Mm hm. But now, like I said, even some of those who went to jail M: Stayed. B: Stayed. Stayed, you know. Their determination was to go on. Bu t, like I said, I just studying and I guess I was disillusioned. Then, I should have known, because we were going through . ever since I was a little kid, I knew how the white black situation was. So, but like I said, I just gave up. I had to go rejuve nate. So, like I say, being at Delta State made me speak up. M: B: More. It made me sit back and watch, too, a lot. I do that now, because you M: Observe. B: Observe, a nd see what the situation is; then, you know whether to speak or not to speak. I learned that, too. There was something else I was . oh. When I was school, my senior year because that was the yea r they integrated

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M FP 0 68 ; Buckner ; Page 14 schools, public schools. In order to try to keep us from integrating schools, leave my classmates. Now, maybe if I had been in eighth or ninth grade, yeah, but I wa going anywhere. But, we had two classmates that did. What they tried to do to block that, because they knew that a lot of children black children were being raised by their grandparents and guardians and oing to be able to go to school or you would have to pay two hundred dollars. So, the lawyers was getting rich, because some people went and adopted their M: Niece s and nephews. B: Uh huh. The lawyers were getting rich, be cause they were doing it at a adopt her. She called Owen Brooks with Delta Ministries; he told her what to do, to call Washington and who to talk to. They came down there to our no more about M: This was a tactic just to keep you all from graduating high school? B: No, keep us from integrating.

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M FP 0 68 ; Buckner ; Page 15 M: From integ rating the colleges. B: Huh uh, elementary school, high schools, and all. This was elementary; public schools at that time. They were worried about the colleges then, but happened, but th because of her. She knew what to do. M: Put an end to it. B: Uh huh, she knew what to do and who to contact. Like I said, she was a quiet person N ever raised her voice b ut she knew what to do. M: How to get things done. B: Yeah. that happened during . M: During your time in college, when you all were doing the protesting, did it actually resonate in your minds how much danger you all were putting your lives in? B: so. M: No. B: M: Do you think it would have made a change in your actions if you knew the danger you were putting yourself in, or do you think you have kept going B: I just . then, like you

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M FP 0 68 ; Buckner ; Page 16 know? Then, if you have all, T then, boom. M: Drops off. B: Uh huh. So, it keeps you in limbo. You know? What do you do. So, like there are some excuse me. Like now, this elementary school, H.M. Nailor Elementary School is the only black school t in time, it was called Cleveland Colored Consolidated School. Cleveland Colored Consolidated School. M: CCC. B: [Laughter] That was the high school and, I guess, the elementary school until they built the one building over there that became the elementary school. The big building was the high school. Okay. Last year, they want to tear it down because they say that the building is . is dilapidated. They have built a new addition to that part, too. Okay? But, all through the built that building even though they h ad Cleveland High School over even have an auditorium when they built it. When they built this one no artists at that time, they tell me, came. Black gospel artists and people like

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M FP 0 68 ; Buckner ; Page 17 that. I remember G lobetrotters came there and all. You know? M: It has history. B: It has history in it. Why would you want to tear it d becau se we had said that I was going to look into and see, really, are they trying to do it? So, now, Nailor is just kinder garten, first, and second grade. Then they have, over at Cypress Park, with third, fourth, and fifth grade. Okay. Even if you want to that route, you got crowds I I mean, when I was going to school, even twenty years ago, twenty five kids in a class, teachers could handle that. We were different. These children, now M: Twenty five in a class is a lot now. B: you got an assistant in there, their attentio n spans are not as long. You my counselor, who was a veteran teacher, I looked, I said, oh, my God. And I worked I worked down there last semester, at Nailor when it was a full pre K thro

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M FP 0 68 ; Buckner ; Page 18 know, you could deal with fifteen kids in the class; fifteen third graders, even though they were a handful. M: B: and Dea n Smith, they tried this open concept. So, when they built those two schools sixth, seven, and eighth grade. But they had that open concept thing. Well, they found out that was a disaster. So, no w they try to they got partitioned and things, but you still go the noise level. Now imagine in the five kids in a partitioned room. M: all of them are doing diff erent things. B: Yeah. Then, only kindergarten and first graders have aides have teacher king about test scores, you need to be able to reach these children, you see? So, now, through this agent instead of going school situation at our church. You know? To try to help them with their homew ork or have. I get so frustrated. going to work or not, unless . I just believe, if we can get that other part of the building d

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M FP 0 68 ; Buckner ; Page 19 nothing because, you know, this is the computer age. These little kids can do those computers. M: Mm how to do it. B: Oh, and they know, even though they have during their activity period, five M: To service all the little kids. B: Hu h uh, because I know. I stand on my soapbox. [Laughter] M: that, for the white kids, they would basically have a prom at a country club to serve as a country club, and the black kids are really not allowed to go to this particular party or B: M: Ye B: I served over there a few times, but I remember the kids showing me the M: My question is, basically, do you think the teenagers are as avid about social change as you all were in your teens? Do they care as much about

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M FP 0 68 ; Buckner ; Page 20 the struggle or see the importance of eliminating these things in the community? B: o so many things that we M: B: exists now. You know? Even though they might stay way on the other side of Eastside High School, they will have another thing that upset me is because Nailor D.M. Smith and Eastside had this IBO grant. I had never heard of IBO until . until, you know, it happened. I think Eastside and D.M. Smith had it first, and then the issue was that Nailor wrote a grant so Nailor could be in. So, it was like they had the primary year program, the middle year program and the diploma program, which was loud enough. Okay? Nailor had that would have been, I think, s second year, which was going to be good because, by the time ve been ready. They told them, in

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M FP 0 68 ; Buckner ; Page 21 the first couple years, test scores [inaudible 44:53], but then, after a while, they would rise. So, I was excited. I said, oh, all this came together when I really understood what IBO was, you know, because like I say, I know. This year was the first year that, I think, they told me there was fifteen students at Eastside who actually had gone into the program into the diploma program. But I know one kind of scholarships to different places. M: Yes, B: But you have to pass that IBO test. You know? In order to go, skip your make it. Two of them, I think, that she said. But, anyway, I thought this ss Nailor, could have this kind of M: To receive the grant. B: Receive the grant so you could have that kind of distinction not only in Bolivar County, in the Delta, Mississippi, but in the state of Mississippi and in the country, in the world, because this is an international organization. But, now, they tell me, D.M. Smith and Eastside, this is the last year f or

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M FP 0 68 ; Buckner ; Page 22 now. That concerns me, because I knew that this would be a plus. So . M: election of Barack Obama a country, and reflecting back on some of your experiences with the civil rights movement and trying to init iate social change in your time i f you could give a message to the teens and the college students in the nation, what would you tell them would be the most important thing to focus on right now? B: hard time it took they started you know, What can you do in two it was going to take him four years to figure out what to do. M: B: her problem in the United States is, we are so impatient. And some folk might not like what I say, but we are hypocritical. We are really hypocritical. We

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M FP 0 68 ; Buckner ; Page 23 get mad when somebody say something; t hey got mad when Michelle, We are just hypocritical. The Native American befriended the European when they M: Mm hm. B: Queen Lili uokalani in Hawai i befriended the United States. What did they do to her? ld fess up to what M: Mm hm. B: so that. Look what the Ku Klux Klan did. You know? M: B: well, was it at the head? That was a farce. You see? So, we have to own up to what we have done wrong, and M: C: Building off of that, I had a question. I was wondering why you think students and younger people throughout the country know so little about the movement here in Mississippi? B: very little black histo ry in the history books, period in the U.S. h istory

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M FP 0 68 ; Buckner ; Page 24 in the book. You might see a little bit about Brown versus Board of Education. You might see a little bit about the Mississippi studies book. We had something, a little bit about Nat Turner and about the book. M: B: Now, in Mississippi, you have to try to teach to the tests. So a lot of extra M: B: t having a subject area test, you know, I can sneak some little stuff in there, you know. But those people that have to teach to the test, they have to sure is not a lot of room to teach extra re testing our children crazy. Some children, all they can do is try to struggle through the a rocket scientist, now. So, what are we going to do with those children? in Special Ed those children in Special Education going to try to not get a certificate; if They need a diploma. So, happy, I passed everything, I passed all my units then what are you

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M FP 0 68 ; Buckner ; Page 25 M: graduate. B: of them now, not all of them are going to try to get M: B: What do we do with those kids? One of my god children, it took him . from the tenth grade to the last time he took that subject area English test, the last time he took it just before graduation, he was able to pass. But, if M: B: show choir and everything, keeping up his grades. So, I d M: Yes. B: probationary period with a mento

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M FP 0 68 ; Buckner ; Page 26 M: Yeah, I definitely know that. B: You know? So, this is . all of this concerns me, all of this concerns me. Because if I had to sit up and take a boring test, you know, I probably what I mean? M: Those individuals that grew up with you during your middle school, grade movement tod ay, or have they kind of not turned their back, but grown out of that stage in life? B: us . . . but a lot of us are just, I think, complacent. We know that we have re not really there yet. How should I say this? But things are not happening like they used to, so we just stay right here. peaking out. So, I think this is where we are in my generation now. C: What kind of lessons do you think we can learn from that earlier activism and that earlier generation? B: Stay on course. have t at my house, those boys come by my house and their pants are low, you see them doing this because with your pants? Oh, I forgot my belt. And you ought to see them trying to

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M FP 0 68 ; Buckner ; Page 27 it, you know. First, some of the times a lot of time walked by there, first, walk down a few days out. Then, I was certain, I s and talk and talk. I ask them about know them personally, but I may know their mothers or grandmothers or with your pants? Why are your pants down like that? Oh, oh, oh, they come up with your pants were M: Pulled up. B: Uh huh. And, when you see them again, you see them pulling pants up. Then, some people, all those but I say, you calling Y to help everybo dy. I used to be nave and think I could, but I know better do. M: generation, and they call us the lost generation. Do you think one reason why our generation is so called lost is because the elders have bought into this and backed off of teaching us? B: Mm hm. They have.

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M FP 0 68 ; Buckner ; Page 28 M: B: I tell them all the time I say, no. I say, you have to talk to young people. You ha ve to talk to them. You hear a lot of negativity; a lot of it. A lot of it, W s name in New York? Duncan, i n the Bronx? Who started the school? M: B: I think t M: black men? B: Is it school in the Bronx and, I saw when CNN had this educational s pecial on, those kids to try to teach They can deal with one on one. You see what five kids in a classroom . especially little children. Excuse me. C: [Break in recording]

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M FP 0 68 ; Buckner ; Page 29 C: Okay. The other question that I had, I was wond ering because you mentioned you lived in Chicago, and was it Hawaii, too? B: Mm hm. C: lived in several different places. What were those transitions like? B: Oh, well, Chicag would go. But my senior year, when I finished high school, I told Mom I so I stayed at home during the summer and I volunteered for Head Start. want to do it; always someplace to go. But now, it has its negatives, too. Whereas, you know, anyplace. I have seen a y oung man shot in a neighborhood gangs, you know But, basically, I enjoyed myself in Christmastime, it would be so pretty D owntown, all the stores had a connecting theme in their windows so they could just go. But, from what I bought Marshall Fields. But I met some good friends at my job. I enjoyed trying to see . well, th en, I went to Hawaii because my aunt got sick. Her daughter came and got her from here. When she got sick, it made more sense for me to go over there to help take care of her because he daughter was close to retirement; I was young. I was only supposed to be

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M FP 0 68 ; Buckner ; Page 30 over there a year. This time, I had gone to Hawaii when I was eighteen because they were stationed there then. But, after he retired from the army, they just stayed. We were only supposed to be there another year, but every year, she decided she was goi ng to work another year. So, after another year, I got me a pa rt time job after she came home from work so she could be there with I call my aunt Mommy, so she could be at home with Mommy, and I found a job in downtown Honolulu. It was in market research. somebody on the phone was hard for me, but I did, and I did well. They liked my personality, so they wanted to put me out in the field. Well, that was really hard. They sent me to the airport. I s at there a long time before I would talk to my first person. I was scared to approach them, you know, the ones you talk to tourists. I finally broke the ice and I enjoyed it, because you talk to people from all over the worl d. I used to try to play a gam e, I used to try to distinguish the New Zealand, the Australian and the right and som ; they would just laugh, you know. So, I had a good time. I really liked it because what project I had to do, I knew how much time I had to do the project, and so I could just set my days, my all day, you know, and I knew how many people I had to talk to. So, I real ly enjoyed that. about no shirt and tie when you go to your high power job. They wore the

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M FP 0 68 ; Buckner ; Page 31 Hawaiian shirts. It was just, the ladies would wear their mumus, you know. Now, if you want to wear some, you k now, fine, but like I say, everything was laid back. The weather only got the highest it got was, like, eighty eight M: B: I can remember one time what year it was but it got, li ke, down in the the first year I was there, it rained nine straight days. Every day. I thought ever ything was laid back. I had a good time. But, you know, I realize, who come in do. There are some places I never did go and I always said I was going to go. But, when it was time to we w ere coming home. M: B: Mm any family but I said, well, I met people over there. But they were having a fit, so I just stayed when I got over her home. C: Did you have any other questions? M: C: Did you have anything else you wanted to talk about?

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M FP 0 68 ; Buckner ; Page 32 B: oral person M: Just go w ith it. C: You did a great job. This was great. Thank you again, so much, for doing this. I really enjoyed it. B: C: You did. M: You definitely have. [End of interview] Transcribed by: Diana Dom browski, January 16, 2014 Audit e dited by: Sarah Blanc, January 15, 2014 Final edited by: Diana Dombrowski, April 7, 2014