Negative effects of interracial teacher-student interactions during desegregation
Regester describes the tangible and intangible effects school desegregation had on black students. Unlike black teachers, she argues that white teachers ignored black students and developed low student expectations. As a result, black students internalized the negative image and began to misbehave.
Citing this Excerpt
Oral History Interview with Charlene Regester, February 23, 2001. Interview K-0216. Southern Oral History Program Collection (#4007) in the Southern Oral History Program Collection, Southern Historical Collection, Wilson Library, University of North Carolina at Chapel Hill.
Full Text of the Excerpt
- SUSAN UPTON:
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Whenever you went to Chapel Hill High, were there problems there as far
as integration
- CHARLENE REGESTER:
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I can tell you, when I got to junior high school there were major
problems and I was very politically active and those problems really
subsided, but never went away. Even when I made the transition to high
school. And I felt that those problems stemmed from the fact that white
teachers did not reach out to black students, did not embrace black
students and really did not make a concerted effort to try to embrace
them, to make them feel a part of the environment there. And
that's not all of them, don't get me wrong because
there were some who were very instrumental in helping me but there were
many who didn't reach out. And so because of that I think
many black kids internalize that and so they begin to misbehave. They
begin to not take their work or their education seriously and so a lot
of problems began to develop as a result of how they were being treated.
Not because they didn't have the mental aptitude or the
ability to perform well. And so I think there was always some tension. I
remember when I was in junior high, we had several sit-ins and protests
in part because they didn't have a curriculum that attempted
to address black history in any way, and so we wanted to have that
incorporated in some level. And I do remember that being a central part
of one of our protests and many activities were not geared to embrace
the black kids and certainly by the time I went to Chapel Hill High
School, those same division continued to exist and to persist. Black
kids were encouraged to go to technical school as opposed to pursuing an
institution of higher learning such as a university. They were not often
times encouraged to take the advanced placement courses and it just
seemed very systematic in terms of how they were um...their progress was
halted or limited in a lot of different ways. And I will tell you that
when I left there, high school, I was so frustrated I did not
march in high school. I did not go back to pick up
my diploma and I told them they could send it to me in the mail. Because
I found it so frustrating and so alienating. And I was very much
involved in terms that I was a strong student, but the atmosphere was
not conducive to learning. You were constantly on the offensive. Having
to fight for this, having to fight for that, and so I was not happy at
all about even saying I was from Chapel Hill High.