“Although Black schools were indeed commonly lacking in facilities and funding, some evidence suggests that the environment of the segregated school had affective traits, institutional policies, and community support that helped Black children learn in spite of the neglect their schools received from White school boards,” Vanessa Siddle Walker, the Samuel Candler Dobbs Professor of African American Educational Studies at Emory College of Arts and Sciences, wrote in her 1996 book, “Their Highest Potential.”
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