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St. Louis School Desegregation

Part of the Historical Studies in Education Book Series

DOI: 10.1007/978-3-030-04248-6

ISBN: 978-3-030-04247-9

Publisher: Springer International Publishing - Springer Journals

Jan 1, 2019

LitStream

Chapter 1Why Desegregation Still Matters

Rias, Hope C.

Pages: 1 –7

[This chapter explains how the 2014 death of Michael Brown at the hands of a white police officer led to questions about school desegregation policy in St. Louis. It explores the need to revisit desegregation policies and to identify how those policies excluded predominately black, suburban...
LitStream

Chapter 2Soft Racism? How Complicating Interpretations of Racism Impact School History

Rias, Hope C.

Pages: 9 –18

[This chapter examines the historic and varied ways that racism has been used to prevent racial equality throughout Missouri’s history. The chapter establishes the conceptual framework of this research and carefully explores the concepts of soft racism, symbolic racism, symbolic violence, and...
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Chapter 3Historic Patterns of Soft Racism, Symbolic Violence, and Dignified Disdain for Blacks

Rias, Hope C.

Pages: 19 –45

[Chapter 3 offers an exploration of the history of racism in Missouri and the covert ways that it was expressed. This history allows for an understanding of how racial attitudes that were framed long before the 1970s affected supporters and opponents of school desegregation policies. The chapter...
LitStream

Chapter 4With Justice and Equality for Some…

Rias, Hope C.

Pages: 47 –88

[Chapter 4 offers a biography of Minnie Liddell, the married, stay-at-home mother of five, whose children were shuffled from one dilapidated northside school to another. In 1972, Liddell sued the St. Louis Board of Education for failing to provide black children with equal access to quality...
LitStream

Chapter 5It Takes a Village

Rias, Hope C.

Pages: 89 –115

[Chapter 5 examines key actors who contributed to the goal of desegregating St. Louis schools and looks at the gendered ways that power was exerted in the desegregation fight. Two of the key actors profiled in this chapter are women whose voices have been missing from the literature regarding...
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Chapter 6Guardians of White Innocents and White Innocence

Rias, Hope C.

Pages: 117 –138

[Chapter 6 focuses on the coded language that defined the opposition to desegregation. Archival letters, memos, and speeches are used to illustrate the ways that opponents resisted school desegregation. Opponents argued that racism played no factor in their opposition to desegregation but that...
LitStream

Chapter 7History Repeats Itself: The Perils of Normandy High School

Rias, Hope C.

Pages: 139 –157

[In Chap. 7, I draw the conclusion that desegregation policy was enacted exclusively. I use the disenfranchisement of predominately black schools as proof. Normandy High School, which was the school that graduated Michael Brown just days before he was killed, is profiled in this chapter. More...

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