Date of Award

1996

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Dr. Patricia Somers

Abstract

The Little Rock Central High Crisis of 1957 has been examined by numerous scholars from a variety of perspectives. Much less research has been devoted to the following year--the Lost Year, 1958-59--when Little Rock high schools were closed to all students, black and white. The entire period surrounding these two academic years found this Southern American community electrified with racial conflict, societal disruptions, and political machinations. Though all people in the community were affected by such unsettling times, no lives were more disrupted than those of teachers. Closed schools meant the interruption of professional careers. The confusion within the community upset longstanding social ties and challenged personal relationships. Research suggests that closing schools causes turmoil for individuals and change is often a traumatic experience when it is not chosen. This study was undertaken to ascertain how the personal and professional lives of these teachers were affected by the events and circumstances in Little Rock, Arkansas, during the Lost Year. Underpinned by the broad historical literature of the period, extensive personal interviews with ten black and ten white teachers were conducted and analyzed. Analyses of data clearly indicated that teachers from both races were frustrated by circumstances that denied their positions of role model and mentor, though black teachers more often initiated out-of-school contact with students than did white teachers. All teachers believed that elected officials responded to vocal and forceful opponents of integration, thwarting the desegregation of public schools. The civil liberties of all teachers were jeopardized, but moderate white teachers received more overt threats of violence than did black teachers. Some black teachers look back on separate black schools with fondness, recognizing the strengths of the former separate system, but all teachers recognize the favorable reputation that public education once held.

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