| | Front Cover |
| | Front Matter |
| | Acknowledgement |
| | Table of Contents |
| | List of Tables |
| | Abstract |
| | Introduction |
| | Review of the literature |
| | Research methodology |
| | The desegregation of William Raines... |
| | Conclusions and implications |
| | Appendix A. Individuals interviewed... |
| | Appendix B. Statement of informed... |
| | Appendix C. Stanford achievement... |
| | References |
| | Vita |
| | Copyright |
|
| Full Citation |
| Material Information |
| |
Title: |
Desegregation of a historically black high school in Jacksonville, Florida |
| |
Physical Description: |
Book |
| |
Creator: |
Poppell, Judith Bockel |
| Notes |
| |
Abstract: |
This historical study examines the desegregation of a historically African-American high school during the period between 1965-1975. The Mims v. The Duval County School Board (1971) decision brought about radical changes in the operation of the Duval County Public Schools. The mass transfer of teachers and reassignment of students as a result of the federal judge's order in this case resulted in a school system that was dramatically different from the one that previously existed. The author seeks to determine why the desegregation of William Raines High School was short-lived and questions the continued effort of the school system to desegregate this school.
The author conducted a multi-faceted investigation to answer the research questions. Following a case study approach, both archival and oral data were collected and examined. Focused interviews were conducted with former William Raines High School students, faculty and parents. In addition, written documents and local newspaper accounts were studied. The oral interviews support and expand the findings of the archival documents.
The findings of the study indicate that the history and traditions at William Raines High School are founded on a strong sense of pride and identity. However, changes in the school over time have resulted in a school that has lost its focus on academic excellence. In order for lasting desegregation to take place, substantive changes will be required. The pride that was the school's legacy must be restored. Excellence in all aspects of school life should be the overarching goal. |
| |
Acquisition: |
Thesis (D. of Ed. in Educational Leadership)--University of North Florida, College of Education and Human Services, Dept. of Educational Leadership, 1998. |
| Record Information |
| |
Bibliographic ID: |
NF00000110 |
| |
Volume ID: |
VID00001 |
| |
Source Institution: |
University of North Florida |
| |
Holding Location: |
University of North Florida |
| |
Rights Management: |
All rights reserved by the source institution and holding location. |
| |
Resource Identifier: |
ltqf - AAA3307 |
|
| Table of Contents |
|
Front Cover
Page i
Front Matter
Page ii
Acknowledgement
Page iii
Page iv
Page v
Table of Contents
Page vi
Page vii
Page viii
Page ix
List of Tables
Page x
Abstract
Page xi
Introduction
Page 1
Page 2
Page 3
Page 4
Page 5
Page 6
Page 7
Page 8
Page 9
Page 10
Page 11
Page 12
Page 13
Page 14
Page 15
Page 16
Page 17
Page 18
Review of the literature
Page 19
Page 20
Page 21
Page 22
Page 23
Page 24
Page 25
Page 26
Page 27
Page 28
Page 29
Page 30
Page 31
Page 32
Page 33
Page 34
Page 35
Page 36
Page 37
Page 38
Page 39
Page 40
Page 41
Page 42
Page 43
Page 44
Page 45
Page 46
Page 47
Page 48
Page 49
Page 50
Page 51
Page 52
Page 53
Page 54
Page 55
Page 56
Page 57
Page 58
Page 59
Page 60
Page 61
Page 62
Page 63
Page 64
Page 65
Page 66
Page 67
Page 68
Page 69
Page 70
Page 71
Page 72
Page 73
Page 74
Page 75
Research methodology
Page 76
Page 77
Page 78
Page 79
Page 80
Page 81
Page 82
Page 83
Page 84
Page 85
Page 86
Page 87
Page 88
Page 89
The desegregation of William Raines High School, 1965-1975
Page 90
Page 91
Page 92
Page 93
Page 94
Page 95
Page 96
Page 97
Page 98
Page 99
Page 100
Page 101
Page 102
Page 103
Page 104
Page 105
Page 106
Page 107
Page 108
Page 109
Page 110
Page 111
Page 112
Page 113
Page 114
Page 115
Page 116
Page 117
Page 118
Page 119
Page 120
Page 121
Page 122
Page 123
Page 124
Page 125
Page 126
Page 127
Page 128
Page 129
Page 130
Page 131
Page 132
Page 133
Page 134
Page 135
Page 136
Page 137
Page 138
Page 139
Page 140
Page 141
Page 142
Page 143
Page 144
Page 145
Page 146
Page 147
Page 148
Page 149
Page 150
Page 151
Page 152
Page 153
Page 154
Page 155
Page 156
Page 157
Page 158
Page 159
Page 160
Page 161
Page 162
Page 163
Page 164
Page 165
Page 166
Page 167
Page 168
Page 169
Page 170
Page 171
Page 172
Page 173
Page 174
Page 175
Page 176
Page 177
Page 178
Page 179
Page 180
Page 181
Page 182
Page 183
Page 184
Page 185
Page 186
Page 187
Page 188
Page 189
Page 190
Page 191
Page 192
Conclusions and implications
Page 193
Page 194
Page 195
Page 196
Page 197
Page 198
Page 199
Page 200
Page 201
Page 202
Page 203
Page 204
Page 205
Page 206
Page 207
Page 208
Page 209
Page 210
Page 211
Page 212
Page 213
Page 214
Page 215
Page 216
Appendix A. Individuals interviewed for this study
Page 217
Page 218
Page 219
Appendix B. Statement of informed consent
Page 220
Appendix C. Stanford achievement test - Mean national percentile scores , grades 10-12, 1977
Page 221
References
Page 221a
Page 222
Page 223
Page 224
Page 225
Page 226
Page 227
Page 228
Page 229
Page 230
Page 231
Page 232
Vita
Page 233
Page 234
Copyright
Page 235
|
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