Developing a strong work ethic to offset the racial and class disparities in Chapel Hill public schools
Racial and class politics created a rift among high school students. The disparities between poor whites and blacks and the children of UNC professors cultivated a sense of inferiority and exclusion in desegregated Chapel Hill public schools. Regester argues that working hard and taking advantage of educational opportunities allowed her to compensate for unequal resources.
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
- CHARLENE REGESTER:
-
...but I will
tell you this: growing up in Chapel Hill, being an African-American, is
unique in enough of itself, particularly the time
period I grew up in. In part not only because you're dealing
with racial politics, you're dealing with class politics. So
many of the white students I attended school with, their parents were
professors of the university. So my parents were not professors so I
always felt, well I couldn't go to Europe in the summer to
study, so I always felt I was behind, and as I told many people, playing
catch up and trying to keep up. I felt constantly bombarded with that
and preoccupied with that. [pause] Does
that make sense?
- SUSAN UPTON:
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Yeah, it makes sense to me.
- CHARLENE REGESTER:
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And again that could be a figment of my imagination. That I assumed
because their parents were professors, they were somehow more able to
learn or had more access or something like that. But that's
not always necessarily true. Because I found out years later some of
their kids were not performing well at all, but you just assume they at
least had the access or being in the environment where they could
perform or achieve or excel. And so you know, you're always
constantly preoccupied with that. I got to catch up and I've
got to keep up.
- SUSAN UPTON:
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So you feel you worked harder when you were in school, just to...
- CHARLENE REGESTER:
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No doubt about it. Because we knew in view of the class as well as
racial politics that it is not going to be easy, it has never been easy.
We didn't always have money, but our parents really pushed
for us in view of what they had to offer. And I do remember, in junior
high and probably high school, the public library at that time was
located on Franklin St. and almost everyday we would ride the school bus
from school to the public library and study there and then walk home. So
we always, you know, took advantage of out resources and compensate for
what we felt we were lacking behind in or did not have. That was, I
suppose, one of the ways many of us survived. And also at that there
were a lot of UNC students who always offered tutorial
programs to black students and we always took advantage of
that. In fact there was a white church here in Chapel Hill that offered
a tutorial program. And again we would catch the bus, go down there and
capitalize on those tutorial opportunities provided by UNC students and
that was another way we tried to compensate for whatever we may not have
had.
- SUSAN UPTON:
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The what you may not have had, do you think they helped you, the
tutorial and stuff...do you think maybe a lot of it...I'm
trying not to lead the question, but do you think some of it might have
been just needing more attention and things or what do you think it was?
- CHARLENE REGESTER:
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As to why we were able to benefit from the tutorial program?
- SUSAN UPTON:
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Well, what you were missing more than the white students I guess.
- CHARLENE REGESTER:
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And again, it could be our perception. It's possible the
white students probably needed to go and capitalize on those tutorial
services as well. But we just assumed because their parents might have
been more educated that if they had questions about their homework or
how to do complete as assignment they could go to their parents. Unlike
us whose parents were not as well educated, we would not be able to go
home and ask our parents to help us complete a particular assignment, so
we often took advantage of those types of tutorial services. So, yes
they were very beneficial and the students at that time were very eager
to help us. The...students always have energy, enthusiasm, they can
change the world, they can bring about change, they can have an impact.
So when we went to these tutorial programs with students, we were very
comfortable and they were very receptive and we were very appreciative
and very eager to have access.
- SUSAN UPTON:
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What, it's kinda going back to the level...I've
heard about the Blue Ribbon Task Force and all that stuff...
- CHARLENE REGESTER:
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Yes.
- SUSAN UPTON:
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Why do you think that's happened?
- CHARLENE REGESTER:
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The only explanation I can attribute to that is that maybe in America
today, and this could be a nation wide dilemma, class is almost
beginning to surplace, on some level, not exclusively, but on some
level, race. And because it seems that we are becoming more class
oriented, then maybe this is what has happened in the school system
where you have basically an environment of upper middle class white
students going to school with lower income black students. And certainly
over the years, the black middle class in Chapel Hill has not grown at
an alarming rate, so because the black middle class has not increased
it's presence. And you have this growing underclass, a lower
class, then maybe that in part could explain the clear divisions that
exists here and that are exacerbated by the fact that society at large
is becoming more class oriented. So the people who were already behind
are getting pushed back even further. But I don't know if
that's the explanation, but that's what
I'm thinking about the dynamics in Chapel Hill. I have no
clue because when I came along I had the attitude I can't let
class or any other variable become an impediment to my ability to learn
because learning is free. To some extent. Now, I might not be able to go
to a private school, but I can take advantage of the resources that a
public school may offer and I can take advantage of a public library
because that is free, and I can take advantage of public resources right
here on this campus. So that was the attitude I had and I
didn't let the class dynamics make me feel insecure or lower
my self esteem and maybe I have compensated for that in some way, or
maybe because I was always a fighter you know I responded to it in that
way and I'm not sure about that. But even in the
African-American community you have these class issues that pit one
group against another and create tensions or
divisions. Can probably make people who are the under class, lower class
more alienated more isolated make them question themselves, their
ability to perform, to do well, etc. etc. But I never internalized a lot
of that. I was just trying to compensate, overcome, you know do the best
with what I had.