An Examination of the Segregated School Experience for Former African American Students and Teachers

Background: The stories of retired African American educators who attended segregated schools, after which they pursued a career in education, and taught in both segregated and integrated schools are unique in the annals of the African American educational experience. Their experiences can offer a perspective to gain a better understanding of African American students of the past and may lend a different lens for working with present and future African American students in the current educational environment. Purpose: The purpose of the study is to examine the segregated educational experience of African Americans during segregation and its impact on their lives and careers as educators. It is an opportunity to dispel the narrative that focuses on inequalities and illuminate the caring behaviors of teachers, principals, the support of parents, the forms of institutional support for students and the high expectations placed upon students by the school and community. Methods: The study will follow a qualitative inquiry design, employing the case study method. Data were collected through semi-structured interviews of four participants and review of artifacts offered by each participant. Interviews were transcribed, organized, and prepared for analysis to identify emergent themes. The participants each attended segregated schools and retired after a career as an educator in both segregated and integrated schools. Results: Data analysis showed common themes of influence of leadership, commitment of teachers, sense of community and impact of integration. Conclusion: The findings revealed the counter-narrative of the experiences for African Americans in segregated schools while identifying the positive influences that segregated schools had on African American students and teachers; despite the inequalities with funding, resources and facilities. The findings have implications for current and aspiring teachers and educational leaders as they continue to explore ways to successfully serve and educate African American students in de facto segregated schools environments.Educational Leadership and Policy Studies, Department o