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Agents of change: An examination of ...

Price, Cleophus Valentino.

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Agents of change: An examination of graduates at Paul Laurence Dunbar High School and the fight for equality from 1940--1954 (Kentucky).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Agents of change: An examination of graduates at Paul Laurence Dunbar High School and the fight for equality from 1940--1954 (Kentucky)./
作者:	Price, Cleophus Valentino.
面頁冊數:	132 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0120.
Contained By:	Dissertation Abstracts International67-01A.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3201079
ISBN:	0542483335

Agents of change: An examination of graduates at Paul Laurence Dunbar High School and the fight for equality from 1940--1954 (Kentucky).
Price, Cleophus Valentino.

Agents of change: An examination of graduates at Paul Laurence Dunbar High School and the fight for equality from 1940--1954 (Kentucky). - 132 p.

Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0120.

Thesis (Ed.D.)--University of Kentucky, 2005.

Segregated secondary Black schools have had a profound impact on their students. These institutions demonstrated a sense of resilience despite the fact that they usually existed in substandard buildings, utilized outdated textbooks, had extremely limited financial resources and faced hardships not often realized by the dominant culture. Although these limitations existed, segregated Black schools instilled in their students a sense of racial pride, a thirst for education and learning, and the belief that education was the vehicle by which students could enhance life's opportunities and make changes to one's environment.

ISBN: 0542483335Subjects--Topical Terms:

599244
Education, History of.

Agents of change: An examination of graduates at Paul Laurence Dunbar High School and the fight for equality from 1940--1954 (Kentucky).
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245 1 0 $a Agents of change: An examination of graduates at Paul Laurence Dunbar High School and the fight for equality from 1940--1954 (Kentucky).
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500 $a Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0120.
500 $a Adviser: John Thelin.
502 $a Thesis (Ed.D.)--University of Kentucky, 2005.
520 $a Segregated secondary Black schools have had a profound impact on their students. These institutions demonstrated a sense of resilience despite the fact that they usually existed in substandard buildings, utilized outdated textbooks, had extremely limited financial resources and faced hardships not often realized by the dominant culture. Although these limitations existed, segregated Black schools instilled in their students a sense of racial pride, a thirst for education and learning, and the belief that education was the vehicle by which students could enhance life's opportunities and make changes to one's environment.
520 $a Researchers such as Cecelski (1994) purport that these school settings ignited the desire for students to become personally involved in movements for equal rights; however, the extent to which this is true has yet to be determined. The literature does not analyze the extent to which segregated Black schools motivated the students to become agents of social change, nor does it track students' involvement in civil rights events during high school and the years beyond. This research project seeks to fill this void by surveying and researching students and teachers of "old" Paul Laurence Dunbar High School in Lexington, Kentucky, from 1940 to 1954. This high school is believed to reflect many of the characteristics that were consistent among other segregated Black schools in the Southern states with regard to resources, facilities, teachers and principals, funding, educational materials, and school curriculum.
520 $a This study hopes to show the students of Paul Dunbar High School in Lexington, Kentucky, were modeling the behavior of many of the adults in their lives as it related to civil rights and social injustices. Their fight was to change the perception of themselves and the perceptions of how the world viewed them. The study will also demonstrate that the graduates of Dunbar believed they could change their environment in ways quite different from those used by adults in the community.
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