Subsequent Educational and Professional Attainment of Black and White Students from Two Segregated Schools

By Ensign, Jacque | The Journal of Negro Education, Fall 2002 | Go to article overview

Subsequent Educational and Professional Attainment of Black and White Students from Two Segregated Schools


Ensign, Jacque, The Journal of Negro Education


This is a documentary and ethnohistorical study of two segregated one-room schools that existed in the 1930s and 1940s in a mountain community in Virginia. This paper documents the higher educational and professional attainment of the students from the Black school compared to those from the White school. The inferior educational opportunities available to the Black students were offset in some measure by the values of their immediate community. The paper examines the powerful effects of community expectations and values on the life paths of its students. While focusing historically, this study has implications for today's schools in pointing to the critical role of the community in the success of a school.

Separated by custom and law, the two races remain bound together by the inextricable web of the social and economic order of which they are a part. In a study of this kind, therefore, it is as impossible to speak only of schools for Negro children, as though they were an isolated phenomenon that could be excised from the body social for study at any convenient time, as it would be to trace the natural history of an organ of the human body without reference to the larger whole. (Bond, 1934/1966, p. 287)

Writing in the same time period in which this article focuses, Bond emphasizes the importance of examining the education of Black students in the larger context of their society, the "body social." In an effort to follow Bond's admonition, this study examines the elementary and subsequent life experiences of all the students, Black and White, in one small mountain community in rural Virginia during the 1930s and 1940s. Due to segregation, there were two one-room grade schools for grades 1-8. Both schools served the same general locality, although the children attending Sweet Hollow White School (also referred to in this article as the White school)' were drawn exclusively from homes on nearby mountains and in a narrow mountain valley, referred to as a "hollow," whereas most of the children attending Tedley Hall Colored School (also referred to in this paper as the Black school) came from the more open and accessible land at the mouth of the hollow. In the 1930s there were no bridges in the hollow except footbridges. Until late in the 1940s, horses, automobiles, and trucks had to ford the river at least three times going up the hollow to the Sweet Hollow White School. The Tedley Hall Colored School sat at the mouth of the hollow, near fields of orchards. Tedley Hall was at the intersection of dirt roads coming from several hollows and of two gravel roads coming from larger towns. The nearest small city was 20 miles away and in another direction six miles away was a railroad town where apples were packed for shipping.

Due to their isolation, residents of this rural community comprised most of the web of social and economic influences in the body social for their students in the 1930s and 1940s. Because of this isolation, these two schools provide a good setting for a study of the effects of the body social-Black and White communities within a segregated society-- on the education of Black and White students.

Due to segregation, the Black and White communities existed in the same geographic location but for the most part operated separately from each other, especially in education, a characteristic that is consistent with other studies noted by Siddle Walker (2000). Siddle Walker in her metastudy of segregated education for Black children in the South from 1935-1969, aggregates rural and urban education since their overall experiences were similar. During de jure segregated education, Siddle Walker notes that schools for Blacks in the South were unequal to those for Whites in terms of such factors as funding, facilities, materials, and length of school terms. Segregation produced a "closed system where school members and community members interacted in a number of settings and where school and community values reflected the beliefs of the other, the schools . …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Subsequent Educational and Professional Attainment of Black and White Students from Two Segregated Schools
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.