• List of Illustrations ix Preface xi Acknowledgments xiii Introduction 1
• 1 * The White Architects of Mexican American Education 12
• 2 * Pernicious Deeds: Restrictive Covenants and Schools 39
• 3 * "Obsessed" with Segregating Mexican Students 55
• 4 * Ramona School and the Undereducation of Children in La Colonia 79
• 5 * A Common Cause Emerges for Mexican American and Black Organizers 100
• 6 * Challenging "a Systematic Scheme of Racial Segregation": Soria v. Oxnard School Board of Trustees 129 Epilogue 162 Appendix: List of Interviews Conducted and Consulted 167 Notes 169 Bibliography 247.
• (source: Nielsen Book Data)

Strategies of Segregation unearths the ideological and structural architecture of enduring racial inequality within and beyond schools in Oxnard, California. In this meticulously researched narrative spanning 1903 to 1974, David G. Garcia excavates an extensive array of archival sources to expose a separate and unequal school system and its purposeful links with racially restrictive housing covenants. He recovers powerful oral accounts of Mexican Americans and African Americans who endured disparate treatment and protested discrimination. His analysis is skillfully woven into a compelling narrative that culminates in an examination of one of the nation's first desegregation cases filed jointly by Mexican American and Black plaintiffs. This transdisciplinary history advances our understanding of racism and community resistance across time and place.
(source: Nielsen Book Data)

• List of Illustrations ix Preface xi Acknowledgments xiii Introduction 1
• 1 * The White Architects of Mexican American Education 12
• 2 * Pernicious Deeds: Restrictive Covenants and Schools 39
• 3 * "Obsessed" with Segregating Mexican Students 55
• 4 * Ramona School and the Undereducation of Children in La Colonia 79
• 5 * A Common Cause Emerges for Mexican American and Black Organizers 100
• 6 * Challenging "a Systematic Scheme of Racial Segregation": Soria v. Oxnard School Board of Trustees 129 Epilogue 162 Appendix: List of Interviews Conducted and Consulted 167 Notes 169 Bibliography 247.
• (source: Nielsen Book Data)

Strategies of Segregation unearths the ideological and structural architecture of enduring racial inequality within and beyond schools in Oxnard, California. In this meticulously researched narrative spanning 1903 to 1974, David G. Garcia excavates an extensive array of archival sources to expose a separate and unequal school system and its purposeful links with racially restrictive housing covenants. He recovers powerful oral accounts of Mexican Americans and African Americans who endured disparate treatment and protested discrimination. His analysis is skillfully woven into a compelling narrative that culminates in an examination of one of the nation's first desegregation cases filed jointly by Mexican American and Black plaintiffs. This transdisciplinary history advances our understanding of racism and community resistance across time and place. .
(source: Nielsen Book Data)

• List of Illustrations ix Preface xi Acknowledgments xiii Introduction 1
• 1 * The White Architects of Mexican American Education 12
• 2 * Pernicious Deeds: Restrictive Covenants and Schools 39
• 3 * "Obsessed" with Segregating Mexican Students 55
• 4 * Ramona School and the Undereducation of Children in La Colonia 79
• 5 * A Common Cause Emerges for Mexican American and Black Organizers 100
• 6 * Challenging "a Systematic Scheme of Racial Segregation": Soria v. Oxnard School Board of Trustees 129 Epilogue 162 Appendix: List of Interviews Conducted and Consulted 167 Notes 169 Bibliography 247.
• (source: Nielsen Book Data)

Strategies of Segregation unearths the ideological and structural architecture of enduring racial inequality within and beyond schools in Oxnard, California. In this meticulously researched narrative spanning 1903 to 1974, David G. Garcia excavates an extensive array of archival sources to expose a separate and unequal school system and its purposeful links with racially restrictive housing covenants. He recovers powerful oral accounts of Mexican Americans and African Americans who endured disparate treatment and protested discrimination. His analysis is skillfully woven into a compelling narrative that culminates in an examination of one of the nation's first desegregation cases filed jointly by Mexican American and Black plaintiffs. This transdisciplinary history advances our understanding of racism and community resistance across time and place. .
(source: Nielsen Book Data)

• The inheritances of a new elite private school
• Contending with change and challenges
• The blurring of public and private
• The fearless firsts
• Courageous navigation

When traditionally white public schools in the South became sites of massive resistance In the wake of the Supreme Court's Brown v. Board of Education decision, numerous white students exited the public system altogether, with parents choosing homeschooling or private segregationist academies. But some historically white elite private schools opted to desegregate. The black students that attended these schools courageously navigated institutional and interpersonal racism, but ultimately emerged as upwardly mobile leaders. Transforming the Elite tells this story. Focusing on the experiences of the first black students to desegregate Atlanta's well-known Westminster Schools and national efforts to diversify private schools, Michelle A. Purdy combines social history with policy analysis in a dynamic narrative that expertly recreates this overlooked history. Through gripping oral histories and rich archival research, this book showcases educational changes for black southerners during the civil rights movement including the political tensions confronted, struggles faced, and school cultures transformed during private school desegregation. This history foreshadows contemporary complexities at the heart of the black community's mixed feelings about charter schools, school choice, and education reform.
(source: Nielsen Book Data)

When traditionally white public schools in the South became sites of massive resistance In the wake of the Supreme Court's Brown v. Board of Education decision, numerous white students exited the public system altogether, with parents choosing homeschooling or private segregationist academies. But some historically white elite private schools opted to desegregate. The black students that attended these schools courageously navigated institutional and interpersonal racism, but ultimately emerged as upwardly mobile leaders. Transforming the Elite tells this story. Focusing on the experiences of the first black students to desegregate Atlanta's well-known Westminster Schools and national efforts to diversify private schools, Michelle A. Purdy combines social history with policy analysis in a dynamic narrative that expertly recreates this overlooked history. Through gripping oral histories and rich archival research, this book showcases educational changes for black southerners during the civil rights movement including the political tensions confronted, struggles faced, and school cultures transformed during private school desegregation. This history foreshadows contemporary complexities at the heart of the black community's mixed feelings about charter schools, school choice, and education reform.
(source: Nielsen Book Data)

• The inheritances of a new elite private school
• Contending with change and challenges
• The blurring of public and private
• The fearless firsts
• Courageous navigation.

When traditionally white public schools in the South became sites of massive resistance In the wake of the Supreme Court's Brown v. Board of Education decision, numerous white students exited the public system altogether, with parents choosing homeschooling or private segregationist academies. But some historically white elite private schools opted to desegregate. The black students that attended these schools courageously navigated institutional and interpersonal racism, but ultimately emerged as upwardly mobile leaders. Transforming the Elite tells this story. Focusing on the experiences of the first black students to desegregate Atlanta's well-known Westminster Schools and national efforts to diversify private schools, Michelle A. Purdy combines social history with policy analysis in a dynamic narrative that expertly recreates this overlooked history. Through gripping oral histories and rich archival research, this book showcases educational changes for black southerners during the civil rights movement including the political tensions confronted, struggles faced, and school cultures transformed during private school desegregation. This history foreshadows contemporary complexities at the heart of the black community's mixed feelings about charter schools, school choice, and education reform.
(source: Nielsen Book Data)

• Introduction: taking rights
• Reading is power
• A revolution in expectations
• I'd do it for nothing the way I feel
• Senator Stennis is watching
• Say it isn't so, Sarge
• Epilogue: a constant struggle.

In this innovative study, Crystal Sanders explores how working-class black women, in collaboration with the federal government, created the Child Development Group of Mississippi (CDGM) in 1965, a Head Start program that not only gave poor black children access to early childhood education but also provided black women with greater opportunities for political activism during a crucial time in the unfolding of the civil rights movement. Women who had previously worked as domestics and sharecroppers secured jobs through CDGM as teachers and support staff and earned higher wages. The availability of jobs independent of the local white power structure afforded these women the freedom to vote in elections and petition officials without fear of reprisal. But CDGM's success antagonized segregationists at both the local and state levels who eventually defunded it. Tracing the stories of the more than 2,500 women who staffed Mississippi's CDGM preschool centers, Sanders's book remembers women who went beyond teaching children their shapes and colors to challenge the state's closed political system and white supremacist ideology and offers a profound example for future community organizing in the South.
(source: Nielsen Book Data)

• Introduction: taking rights
• Reading is power
• A revolution in expectations
• I'd do it for nothing the way I feel
• Senator Stennis is watching
• Say it isn't so, Sarge
• Epilogue: a constant struggle.

"With the founding of the Child Development Group of Mississippi in the 1960s came a major shift for black, working-class women. CDGM was a federally funded program for low-income preschoolers; in addition to helping children, it also suddenly allowed women who had been working as maids and sharecroppers to find jobs as teachers and use their positions to challenge the status quo. The teachers' jobs came with higher salaries that now enabled them to vote, buy food stamps, and send their children to previously all-white schools. Moreover, they organized communities, petitioned officials, and sat on community action boards. The teachers challenged the pervasive white power structure, but local and state governments fought back, ultimately diminishing the power of Head Start and similar programs in the South. Crystal Sanders traces the stories of the more than 2,500 women who staffed Mississippi's CDGM preschool centers and strove for change"-- Provided by publisher.

• Acknowledgments Introduction: Good Citizens
• 1 * Geography, History, and Citizenship
• 2 * Visions of White California
• 3 * Hawaiian Cosmopolitans and the American Pacific
• 4 * Black Atlanta's Education through Labor
• 5 * Becoming White New Yorkers
• 6 * Colonial Citizens, Deportable Citizens Epilogue: Knowledge and Citizenship Notes Works Cited Index.
• (source: Nielsen Book Data)

Education for Empire brings together topics in American history often treated separately: schools, race, immigration, and empire building. During the Gilded Age and Progressive Era, American imperial ambitions abroad expanded as the country's public school system grew. How did this imperialism affect public education? School officials, teachers, and textbook authors used public education to place children, both native and foreign-born, on multiple uneven paths to citizenship. Using case studies from around the country, Clif Stratton deftly shows that public schooling and colonialism were intimately intertwined. This book reveals how students - from Asians in the U.S. West and Hawai'i to blacks in the South, Mexicans in the Southwest, and Puerto Ricans in the Caribbean and New York City - grappled with the expectations of citizenship imposed by nationalist professionals at the helm of curriculum and policy. Students of American history, American studies, and the history of education will find Education for Empire an eminently valuable book.
(source: Nielsen Book Data)

• Acknowledgments Introduction: Good Citizens
• 1 * Geography, History, and Citizenship
• 2 * Visions of White California
• 3 * Hawaiian Cosmopolitans and the American Pacific
• 4 * Black Atlanta's Education through Labor
• 5 * Becoming White New Yorkers
• 6 * Colonial Citizens, Deportable Citizens Epilogue: Knowledge and Citizenship Notes Works Cited Index.
• (source: Nielsen Book Data)

Education for Empire brings together topics in American history often treated separately: schools, race, immigration, and empire building. During the Gilded Age and Progressive Era, American imperial ambitions abroad expanded as the country's public school system grew. How did this imperialism affect public education? School officials, teachers, and textbook authors used public education to place children, both native and foreign-born, on multiple uneven paths to citizenship. Using case studies from around the country, Clif Stratton deftly shows that public schooling and colonialism were intimately intertwined. This book reveals how students - from Asians in the U.S. West and Hawai'i to blacks in the South, Mexicans in the Southwest, and Puerto Ricans in the Caribbean and New York City - grappled with the expectations of citizenship imposed by nationalist professionals at the helm of curriculum and policy. Students of American history, American studies, and the history of education will find Education for Empire an eminently valuable book.
(source: Nielsen Book Data)

In the years immediately following the Civil War - the formative years for an emerging society of freed African Americans in Mississippi - there was much debate over the general purpose of black schools and who would control them. ""From Cotton Field to Schoolhouse"" is the first comprehensive examination of Mississippi's politics and policies of postwar racial education.The primary debate centered on whether schools for African Americans (mostly freed people) should seek to develop blacks as citizens, train them to be free but subordinate laborers, or produce some other outcome. African Americans envisioned schools established by and for themselves as a primary means of achieving independence, equality, political empowerment, and some degree of social and economic mobility - in essence, full citizenship. Most northerners assisting freed people regarded such expectations as unrealistic and expected African Americans to labor under contract for those who had previously enslaved them and their families. Meanwhile, many white Mississippians objected to any educational opportunities for the former slaves. Christopher Span finds that newly freed slaves made heroic efforts to participate in their own education, but too often the schooling was used to control and redirect the aspirations of the newly freed.
(source: Nielsen Book Data)

• Acknowledgments; Introduction; PART ONE: 1862-1870; 1 LIBERATION THROUGH LITERACY; 2 EDUCATED LABOR; 3 EDUCATION FOR SERVITUDE; PART TWO: 1870-1875; 4 UNIVERSAL SCHOOLING; 5 PUBLIC SCHOOLS, 1871-1875; Epilogue; APPENDIX: KNOWN AFRICAN AMERICAN POLITICIANS AND LEGISLATIORS IN MISSISSIPPI DURING RECONSTRUCTION, 1870 -1875; Notes; Bibliography; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; R; S; T; U; V; W; Y.

In the years immediately following the Civil War - the formative years for an emerging society of freed African Americans in Mississippi - there was much debate over the general purpose of black schools and who would control them. ""From Cotton Field to Schoolhouse"" is the first comprehensive examination of Mississippi's politics and policies of postwar racial education.The primary debate centered on whether schools for African Americans (mostly freed people) should seek to develop blacks as citizens, train them to be free but subordinate laborers, or produce some other outcome. African Americans envisioned schools established by and for themselves as a primary means of achieving independence, equality, political empowerment, and some degree of social and economic mobility - in essence, full citizenship. Most northerners assisting freed people regarded such expectations as unrealistic and expected African Americans to labor under contract for those who had previously enslaved them and their families. Meanwhile, many white Mississippians objected to any educational opportunities for the former slaves. Christopher Span finds that newly freed slaves made heroic efforts to participate in their own education, but too often the schooling was used to control and redirect the aspirations of the newly freed.
(source: Nielsen Book Data)

• In secret places : acquiring literacy in slave communities
• A coveted possession : literacy in the first days of freedom
• The men are actually clamoring for books : African American soldiers and the educational mission
• We must get education for ourselves and our children : advocacy for education
• We are striving to do business on our own hook : organizing schools on the ground
• We are laboring under many difficulties : African American teachers in freedpeople's schools
• A long and tedious road to travel for knowledge : textbooks and freedpeople's schools
• If anybody wants an education, it is me : students in freedpeople's schools
• First movings of the waters : the creation of common school systems for Black and White students
• Epilogue
• Appendix : African Americans, literacy, and the law in the antebellum South.

In this previously untold story of African American self-education, Heather Andrea Williams examines African Americans' relationship to literacy during slavery, during the Civil War, and in the first decades of freedom. Self-Taught traces the historical antecedents to freedpeople's intense desire to become literate and demonstrates how the visions of enslaved African Americans emerged into plans and action once slavery ended. Enslaved people, Williams contends, placed great value in the practical power of literacy, whether it was to enable them to read the Bible for themselves or to keep informed of the abolition movement and later the progress of the Civil War. Some slaves devised creative and subversive means to acquire literacy; when slavery ended, they became the first teachers of other freedpeople. Soon overwhelmed by the demands for education, they called on northern missionaries to come to their aid. Williams argues that by teaching, building schools, supporting teachers, resisting violence, and claiming education as a civil right, African Americans transformed the face of education in the South to the great benefit of both black and white southerners.
(source: Nielsen Book Data)