ERIC Number: ED436519
Record Type: Non-Journal
Publication Date: 1999-Nov-18
Reference Count: N/A
The Desegregation Experience of Public School Personnel in East Baton Rouge Parish, Louisiana.
Davis, Douglas R.
This historical study examines the perceptions of teachers involved in the initial desegregation of the East Baton Rouge Parish Public School System, Louisiana, in 1970, when over 600 African American and white teachers began teaching in schools that were predominantly another race (cross-over). The study also examines the impact of cross-over on classroom teaching, highlighting the experiences through oral narrative from two cross-over teachers in the district: an African American man who transferred to a previously all white high school and a white woman who began teaching in a previously all African American high school. Both are still teaching in the district. The narratives were gathered under a set of common themes and included their thoughts on the cross-over; prior preparation for it; experiences during the first few days; relations with school administrators, students, and teachers; reactions of family and friends; experiences in the community; advantages and disadvantages of the cross-over; and current thoughts on the long-term efforts to integrate district schools. The teachers noted a desire to be part of the cross-over, though it was difficult. Part of the impact of the cross-over was teachers working harder in the classroom, mainly due to teachers' perceptions of racial attitudes and expectations. Both teachers believed that desegregation has fallen far short of their expectations. (SM)
Descriptors: Administrator Attitudes, Black Students, Black Teachers, Blacks, Civil Rights, Personal Narratives, Public Schools, Racial Attitudes, Racial Bias, Racial Differences, Racially Balanced Schools, School Culture, School Desegregation, Secondary Education, Secondary School Teachers, Student Attitudes, Teacher Attitudes, Teachers, White Students
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A