When the New Orleans school board appointed E. J. Edmunds, a light-skinned Afro-Creole man, the mathematics teacher for the city's best high school in 1875, the senior students walked out rather than have a "negro" as a teacher of "white youths." Edmunds's appointment was a final, bold act by the city's mixed-race intellectual…

New Brunswick High School, which had been racially integrated for decades, became majority-minority (and soon, all minority) in the 1970s, after years of legal wrangling led hundreds of its students to depart for a new, nearly all-white high school in the adjacent suburb of North Brunswick. White suburbanites invoked "local control" to…

The essential nature of oral historical inquiry "naturally" and "relentlessly" brings an oral historian to theory. In this essay, the author argues for the relevance of theory in oral historical research that explores generational transformations in the relational experiences of youth attending desegregated schools in the…

This article contributes to one's historical understanding of student experience in general, and more particularly, to one's understanding of developing cross-group relationships within desegregated schools over the second half of the twentieth century. The article draws from a broader study that examines students' evolving relationships within a…