Merged Needs: A Grounded Theory Study of Integration in the South

Autor/in	Duemer, Lee S.
Titel	Merged Needs: A Grounded Theory Study of Integration in the South
Quelle	In: American Educational History Journal, 34 (2007) 2, S.365-377 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0584
Schlagwörter	Grounded Theory; African Americans; Clergy; Role; School Desegregation; Private Colleges; Racial Integration; Conflict; Educational History; School Community Relationship; Virginia + Suchen Sie Ihr Suchwort? Afroamerikaner; Klerus; Rollen; Integrative Schule; Privathochschule; Rassenintegration; Konflikt; History of education; Bildungsgeschichte
Abstract	The integration of America's colleges and universities has often been complicated by institutions that have been committed to integration in words but not in actions. Scholarship is abundant with examples of how institutions have failed at or intentionally evaded the development of racially inclusive environments. One factor in some successful integrative experiences has been the involvement of Black clergy in preventing violence (Watras 1997). However, their involvement was more complex than existing literature has suggested. The gap in existing literature indicates that a more detailed and contextual study is needed to advance an understanding of how Black clergy were involved in integration, and the larger social forces that surrounded them. This study seeks to develop an understanding of the role of local Black clergy in integration. While this study addressed the larger issue of integration, the focus of this study was on one institution and its surrounding community. This study documents how the institution expanded the role of local clergy from religious leaders to transmitters of integration goals. In such an expanded capacity, local Black clergy became vehicles for transmitting integration goals from the Black community to the institution. This finding is consistent with Cleveland, who identifies one of the trends in higher education toward decentralization and participation. (Cleveland 1982). (Contains 1 note.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10