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Products for grant BH-267105-19

BH-267105-19
The Long Road from Brown: School Desegregation in Virginia
Yonghee Suh, Old Dominion University Research Foundation

Grant details: https://securegrants.neh.gov/publicquery/main.aspx?f=1&gn=BH-267105-19

Planning to teach difficult history through historical inquiry: The case of school desegregation (Article)
Title: Planning to teach difficult history through historical inquiry: The case of school desegregation
Author: Yonghee Suh
Author: Brian J. Daugherity
Author: Danielle Hartsfield
Abstract: This exploratory study investigates the ways in which secondary U.S. history teachers who attended two iterations of a teacher professional development workshop, focusing on the history of school desegregation in Virginia, planned to teach the history of school desegregation through historical inquiry. Conceptualizing the history of school desegregation as difficult history, the authors conducted the content analysis of 23 written lesson plans generated by workshop participants. The historiography of school desegregation, and research on four dimensions of historical inquiry such as Change and Continuity, Causation, Multiple Perspectives and Historical Sources, guided the data analysis. The findings suggest that teachers in this study were most likely to design their inquiry around Causation, framing the history of school desegregation within the classical timeline of the Civil Rights Movement, which begins with the Brown v. Board of Education decision (1954) and ends with the Civil Rights Act of 1968. What was often absent in these inquiries was Massive Resistance, the backlash against the Brown v. Board of Education decision, collective and political actions of African American communities to implement the Brown decision, and varying perspectives within African American communities as well as Whites who opposed the Brown decision. Implications for theory and practice are discussed.
Year: 2020
Primary URL: http://doi.org/10.1016/j.jssr.2020.09.002
Access Model: Subscription only
Format: Journal
Publisher: The Journal of Social Studies Research

Experiences of African American teachers in desegregated PK-12 schools: A systematic literature review. (Article)
Title: Experiences of African American teachers in desegregated PK-12 schools: A systematic literature review.
Author: Yonghee Suh
Author: Brian J. Daugherity
Author: Jihea Maddamsetti
Author: Angela Branyon
Abstract: This literature review reports findings from nineteen empirical studies on the experiences of African American teachers in PK-12 desegregated schools. The research questions were: what do we know about the experiences of African American teachers in desegregated PK-12 schools? What are the challenges African American teachers experience in desegregated PK-12 schools? In response to these questions, the article first discussed school desegregation after the Brown v. Board of Education decision and its impact on African American teachers as a historical backdrop. Findings from nineteen studies were analyzed through grounded theory. Two core themes were identified from our findings: persistent structural challenges and new challenges since Brown. Sub-themes, such as intercultural conflicts, teacher experience as a social construct, and gap in research, were also identified. These themes were discussed in comparison to challenges of African American teachers during the process of school desegregation after the Brown decision.
Year: 2020
Primary URL: http://doi.org/10.1086/710947
Access Model: Subscription only
Format: Journal
Publisher: Schools: Studies in Education


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