Notes
Opening Quotes
hooks, b. (1996). Bone Black: Memories of Girlhood. NY: Henry Holt & Co., p. xv.
Alexander, E. (2010). Amistad, Cinque Redux. Crave Radiance: New and Selected Poems: 1990-2010, Minneapolis, MN: Graywolf Press, p. 212.
Obama, B. January 10, 2017, Farewell speech.
Chapter One
1. Barnett, N. February 15, 2015. Editorial, News and Observer, Raleigh, NC.
2. The increase in hypersegregation in the South and West since a 1991 low of around 26 percent reflects the effects of reversals of court-ordered desegregation. The percentages of black students in the Northeast in hypersegregated schools has been stable at around 50 percent since 1991, indicating lower initial levels of desegregation. See Table 8 and Figure 3 in Orfield, G., Frankenberg, E., Ee, J. & Kuscera, J. (2014). Brown at 60: Great progress, a long retreat and an uncertain future. A report. Los Angles, Calif.: The Civil Rights Project (UCLA); https://www.civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/brown-at-60-great-progress-a-long-retreat-and-an-uncertain-future/Brown-at-60-051814.pdf
Chapter Two
3. http://museumofdurhamhistory.org/beneathourfeet/landmarks/WhittedSchool
4. Jackson, B. & Friedlein, K. June 17, 1970. “Unhappy Crowd Jams School for Desegregation Hearing: Some Support is Accorded Board’s Plan.” Durham Morning Herald, pp. 1A-2A.
Chapter Three
5. Comer, J. & Poussaint, A. (1992). Raising Black Children: Two Leading Psychiatrists Confront the Educational, Social and Emotional Problems Facing Black Children. NY: Plume.
6. Ironically, this new elementary school named after Mr. Harris was built with money raised from a bond he opposed on the grounds that it was being raised to build a school to perpetuate racism.
See http://andjusticeforall.dconc.gov/gallery_images/rencher-nicholas-r-n-harris-first-african-american-on-the-city-council-and-the-durham-county-board-of-education/
Chapter Six
7. Statistics found in Wheeler v. Durham City Board of Education, 379 F. Supp. 1352 (M.D.N.C.1974); http://law.justia.com/cases/federal/district-courts/FSupp/379/1352/1378164/
8. Cleaver, E. (1968). Soul on Ice. New York: Random House, Inc. p. 17
Chapter Eleven
9. Quotes by Dr. Lucas found in The Heritage Calendar 2017 website: Honoree--John Harding Lucas, Sr. Educator; http://ncheritagecalendar.com/honorees/john-harding-lucas/
10. An excellent synthesis of the positive benefits of desegregation for black students is found in Appendix A of Orfield, G., Frankenberg, E., Ee, J. & Kuscera, J. (2014). Brown at 60: Great progress, a long retreat and an uncertain future. A report. Los Angles, CA: The Civil Rights Project (UCLA); https://www.civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/brown-at-60-great-progress-a-long-retreat-and-an-uncertain-future/Brown-at-60-051814.pdf
For research on long-term benefits of desegregation, see also Johnson, R. (2011). Long-run impacts of school desegregation and school quality on adult attainments. NBER Working Paper Series: WP16664. Cambridge, Mass.: National Bureau of Economic Research; http://socrates.berkeley.edu/~ruckerj/johnson_schooldesegregation_NBERw16664.pdf
11. Gershenson, S., Hart, C., Lindsay, C. & Papageorge, N. (March 2017) The Long-Run Impacts of Same-Race Teachers, IZA-DP 10630. Berlin, Germany: IZA Institute of Labor Economics. http://ftp.iza.org/dp10630.pdf
Epilogue
12. Court-ordered desegregation resulted in greater levels of desegregation, especially in the South, meaning greater resources for black students. Social scientists have demonstrated that when children in desegregated classrooms of all races had the opportunity to learn from and work with classmates from diverse backgrounds they showed improvements in critical thinking, a reduced willingness to accept racial stereotypes and a greater interest in cross-racial friendships.
See research summarized in Appendix A of Orfield, G., Frankenberg, E., Ee, J. & Kuscera, J. (2014). Brown at 60: Great progress, a long retreat and an uncertain future. A report. Los Angles, CA: The Civil Rights Project (UCLA). https://www.civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/brown-at-60-great-progress-a-long-retreat-and-an-uncertain-future/Brown-at-60-051814.pdf
13. See Table 2 in Orfield, G., Kuscera, J. & Siegel-Hawley, G. (2012). E Pluribus Separation: Deepening double segregation for more students. A report. Los Angles, CA: The Civil Rights Project (UCLA); http://escholarship.org/uc/item/8g58m2v9
14. The negative effects of segregation on minority students such as lower achievement, higher rates of dropout, incarceration, poverty, poorer health status and job opportunities have real costs to our economy as well as our identity as a land of opportunity for all.
See Orfield, G. & Chungmei, L. (2005). Why segregation matters: Poverty and educational inequality. A report. Los Angles, CA: The Civil Rights Project (UCLA); http://escholarship.org/uc/item/4xr8z4wb
See also introduction to Orfield, G., Kuscera, J. & and Siegel-Hawley, G. (2012). E Pluribus Separation: Deepening double segregation for more students. A report. Los Angles, Calif: The Civil Rights Project (UCLA); http://escholarship.org/uc/item/8g58m2v9
15. See Figure 1, p. 7. Frankenberg, E., Hawley, G., Ee, J. & Orfield, G. (2017). Southern Schools: More than Half a Century after the Civil Rights Revolution. Los Angeles, Calif.: The Civil Rights Project and Center for Education and Civil Rights.