Using Charlotte, North Carolina, as a case study of the dynamics of racial change in the 'moderate' South, Davison Douglas analyzes the desegregation of the city's public schools from the Supreme Court's 1954 Brown v. Board of Education decision through the early 1970s, when the city embarked upon the most ambitious school busing plan in the nation. In charting the path of racial change, Douglas considers the relative efficacy of the black community's use of public demonstrations and litigation to force desegregation. He also evaluates the role of the city's white business community, which was concerned with preserving Charlotte's image as a racially moderate city, in facilitating racial gains. Charlotte's white leadership, anxious to avoid economically damaging racial conflict, engaged in early but decidedly token integration in the late 1950s and early 1960s in response to the black community's public protest and litigation efforts. The insistence in the late 1960s on widespread busing, however, posed integration demands of an entirely different magnitude. As Douglas shows, the city's white leaders initially resisted the call for busing but eventually relented because they recognized the importance of a stable school system to the city's continued prosperity.

What are the conditions needed for our nation to bridge cultural and racial divides? By "writing beyond race," noted cultural critic bell hooks models the constructive ways scholars, activists, and readers can challenge and change systems of domination. In the spirit of previous classics like Outlaw Culture and Reel to Real, this new collection of compelling essays interrogates contemporary cultural notions of race, gender, and class. From the films Precious and Crash to recent biographies of Malcolm X and Henrietta Lacks, hooks offers provocative insights into the way race is being talked about in this "post-racial" era.

This study discovers how contemporary writers have imagined possible relationships between African American and white women that overcome the stereotypical patterns of racism, using novels and autobiographies and focusing on works by William Faulkner, Lillian Hellman, Audre Lorde, Kaye Gibbons, Elizabeth Cox, Sherley Anne Wiliams, and Toni Morrison

New Voyages to Carolina offers a bold new approach for understanding and telling North Carolina's history. Recognizing the need for such a fresh approach and reflecting a generation of recent scholarship, eighteen distinguished authors have sculpted a broad, inclusive narrative of the state's evolution over more than four centuries. The volume provides new lenses and provocative possibilities for reimagining the state's past. Transcending traditional markers of wars and elections, the contributors map out a new chronology encompassing geological realities; the unappreciated presence of Indians, blacks, and women; religious and cultural influences; and abiding preferences for industrial development within the limits of "progressive" politics. While challenging traditional story lines, the authors frame a candid tale of the state's development. Contributors: Dorothea V. Ames, East Carolina University Karl E. Campbell, Appalachian State University James C. Cobb, University of Georgia Peter A. Coclanis, University of North Carolina at Chapel Hill Stephen Feeley, McDaniel College Jerry Gershenhorn, North Carolina Central University Glenda Elizabeth Gilmore, Yale University Patrick Huber, Missouri University of Science and Technology Charles F. Irons, Elon University David Moore, Warren Wilson College Michael Leroy Oberg, State University of New York, College at Geneseo Stanley R. Riggs, East Carolina University Richard D. Starnes, Western Carolina University Carole Watterson Troxler, Elon University Bradford J. Wood, Eastern Kentucky University Karin Zipf, East Carolina University

Examines why school desegregation, despite its success in closing the achievement gap, was never embraced wholeheartedly in the black community as a remedy for racial inequality In 2007, a court case originally filed in Louisville, Kentucky, was argued before the Supreme Court and officially ended the era of school desegregation— both changing how schools across America handle race and undermining the most important civil rights cases of the last century. Of course, this wasn’t the first federal lawsuit to challenge school desegregation. But it was the first—and only—one brought by African Americans. In Divided We Fail, journalist Sarah Garland deftly and sensitively tells the stories of the families and individuals who fought for and against desegregation. By reframing how we commonly understand race, education, and the history of desegregation, this timely and deeply relevant book will be an important contribution to the continued struggle toward true racial equality.

Describes and analyzes nation-leading school reforms in Florida.

This report describes the methodology and results of that research pertaining to the Reading & Writing Test Battery, along with a ten-year retrospective study of Reading & Writing Test score predictions of students' performance in the basic academy. An overview of previous POST Reading & Writing Test validation research is also presented, along with a brief description of cumulative job analytic and empirical validity evidence for verbal ability tests in predicting performance in law enforcement occupations.

Faced with Eudora Welty's preference for the oblique in literary performances, some have assumed that Welty was not concerned with issues of race, or even that she was perhaps ambivalent toward racism. This collection counters those assumptions as it examines Welty's handling of race, the color line, and Jim Crow segregation and sheds new light on her views about the patterns, insensitivities, blindness, and atrocities of whiteness. Contributors to this volume show that Welty addressed whiteness and race in her earliest stories, her photography, and her first novel, Delta Wedding. In subsequent work, including The Golden Apples, The Optimist's Daughter, and her memoir, One Writer's Beginnings, she made the color line and white privilege visible, revealing the gaping distances between lives lived in shared space but separated by social hierarchy and segregation. Even when black characters hover in the margins of her fiction, they point readers toward complex lives, and the black body is itself full of meaning in her work. Several essays suggest that Welty represented race, like gender and power, as a performance scripted by whiteness. Her black characters in particular recognize whiteface and blackface as performances, especially comical when white characters are unaware of their role play. Eudora Welty, Whiteness, and Race also makes clear that Welty recognized white material advantage and black economic deprivation as part of a cycle of race and poverty in America and that she connected this history to lives on either side of the color line, to relationships across it, and to an uneasy hierarchy of white classes within the presumed monolith of whiteness. Contributors: Mae Miller Claxton, Susan V. Donaldson, Julia Eichelberger, Sarah Ford, Jean C. Griffith, Rebecca Mark, Suzanne Marrs, Donnie McMahand, David McWhirter, Harriet Pollack, Keri Watson, Patricia Yaeger.