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Psychiatry in the Wake: Racism and the Asylumed South

...its local antebellum community, and between its second superintendent, Dr. John M. Galt II, and the field of medicine. Gonaver arranges the book both topically and chronologically and in doing...

Navigating Jim Crow: A Review of Adolph L. Reed's The South: Jim Crow and Its Afterlives

...Carolina and Atlanta and traveled the region while doing summer jobs. He taught at colleges and universities in Atlanta and worked in the city government during the second term of...

Southern Football, African American Athletes, and the Relative Decline of the Big Ten

...teams fielded in the 1950s and 1960s by HBCUs such as Grambling, Florida A&M, Tennessee State, Alcorn State, and Prairie View A&M (and as late as the mid-1970s by South...

Unearthing the Weeping Time: Savannah's Ten Broeck Race Course and 1859 Slave Sale

...also reviewed) provided images of the course, grandstand, and other structures and corroborated Doesticks's article and The Spirit of the Times. I met and talked with Dr. Keber in February...

Race and Difference in the "Other America": A Review of Anne Braden: Southern Patriot

...systemic racism and economic inequality in the United States. Intended to reach a broad audience through television airings, distribution to high schools and colleges, and presentations by grassroots organizations and...

University of Texas Press and Southern Spaces Katrina Bookshelf Series Collaboration

Coinciding with the seventh anniversary of Hurricane Katrina, Southern Spaces and the University of Texas Press announce a collaborative publishing project. "No Place To Be Displaced: Katrina Response and the Deep...

The Makers of the Sacred Harp

...the Creek and Cherokee people were removed from their land and the state. For black and white residents, the Chattahoochee Valley became an important locus of musical and cultural development....

Mapping the "Big Minutes": Visualizing Sacred Harp's Geographic Coalescence and Expansion, 1995–2014

...Alabama, Florida, Tennessee, Mississippi, and Texas during the second half of the nineteenth century, participation in Sacred Harp has been tied to local, church, and kinship networks.1George Pullen Jackson, White...

"It's Being Black and Poor": Race, Class, and Desegregation at Pebblebrook High

...Stanford on the GI bill and her mother, who worked for a prominent white family, were active in and dedicated to their community, and Delk's preparation and support network for...

References
1.	Interview with Virginia Ward, March 13, 2009. All quotations from Virginia Ward that follow are drawn from this interview, and will not be further noted.
2.	Kimberle Williams Crenshaw, "Mapping the Margins: Intersectionality, Identity Politics and Violence against Women of Color," in Critical Race Theory: Key Writings that Formed the Movement (New York: The New Press, 1995), 376.
3.	The class politics of white resistance have received thorough treatment in recent scholarship on desegregation. In her history of desegregation in New Orleans, Liva Baker describes the white mothers, called the "cheerleaders," as carrying signs that read "If your [sic] poor, mix. If your [sic] rich, forget it. Some law!" The first ward to desegregate was the "politically powerless, materially disadvantaged Ninth Ward." Liva Baker, Second Battle of New Orleans: The Hundred Year Struggle to Integrate the Schools (New York: HarperCollins, 1996), 398. Similarly, in Atlanta, lower-income white parents protested that because they could not move away or choose private education like the "silk stocking crowd," they would be disproportionately affected by desegregation. Kevin Kruse, White Flight: Atlanta and the Making of Modern Conservatism (Princeton, NJ: Princeton University Press, 2005), 139. In Charlotte, the CPA (Concerned Parents Association) was composed of "well-heeled whites;" these "upwardly mobile parents" mobilized to prevent their children from being bused away from their well-resourced neighborhood schools. Matthew Lassister, The Silent Majority: Suburban Politics on the Sunbelt South (Princeton, NJ: Princeton University Press, 2006), 139-140.
4.	When Brown was decided there were 4,000 segregated school districts in the south; three years later 712 of them were desegregating, sending 300,000 black students to integrate schools. This suggests that the numbers of "first children" across the South, who integrated schools alone or in small cohorts, is in the thousands. Robert L Hayman and Leland Ware, eds, Choosing Equality: Essays and Narratives on the Desegregation Experience (University Park: Penn State University Press, 2009), 4.
5.	Crenshaw, 376.
6.	"Brown era" refers to the years bookended by Brown I in 1954 and Milliken v Bradley in 1974, the case that prohibited the use of cross-district busing in instances of de facto segregation and marked the turn away from the dramatic (and largely effective) desegregation remedies of the previous decade.
7.	Barbara Shircliffe, The Best of that World: Historically Black High Schools and the Crisis of Desegregation in a Southern Metropolis (New York: Hampton Press, 2006).
8.	Until the county schools began to desegregate, black students had only one high school to attend, Lemon Street High, in downtown Marietta, the county seat. Cobb County adopted "Freedom of Choice" in 1965, but the county's high schools did not desegregate all at once. South Cobb High, for example, began provisionally desegregating before Pebblebrook High School, and as it was in neighboring Austell, Virginia spent her ninth grade year there before transferring to Pebblebrook, her district school.
9.	Interview with Ann Smith by the author, March 10, 2009.
10.	In 1980, as a result of desegregation, only 37% of black students attended mostly black schools, by the year 2000, that number had grown to 69%, quickly approaching the 1968 numbers for Southern black students. Robert L. Hayman and Leland Ware, eds, Choosing Equality: Essays and Narratives on the Desegregation Experience (University Park: Penn State University Press, 2009), 319.
11.	Interview with Daphne Delk by Jessica Drysdale and Jay Lutz, November 7, 2009, Kennesaw State University Oral History Project, Cobb NAACP/Civil Rights Series No. 7.
12.	Jennifer Hochschild, Facing Up to the American Dream: Race, Class and the Soul of the Nation (Princeton, NJ: Princeton University Press, 1995), 44.
13.	Thomas Shapiro, The Hidden Costs of Being African American: How Wealth Perpetuates Inequality (Oxford: Oxford University Press, 2004), 6.
14.	Pattillo-McCoy comments that since the 1970s examinations of the black "underclass" have constituted a "research industry" stoked in large part by William Julius Wilson's two seminal works on class and race,The Declining Significance of Race and The Truly Disadvantaged, the latter of which documented the plummeting employment opportunities for black Americans and the widening gap between poor black families and middle class black families. Mary Pattillo-McCoy, Black Picket Fences: Privilege and Peril among the Black Middle Class (Chicago: University of Chicago Press, 1999), 20.
15.	Pattillo-McCoy points out that obtaining a college degree is a "strict" standard for middle-class membership; a more widely applied rule is that a family earns "two times a poverty-level income," 15.
16.	Gary Orfield and Chungmei Lee, "Historical Reversals, Accelerating Resegregation and the Need for New Integration Strategies," A Report of the Civil Rights Project, UCLA, August 2007.
17.	Evelyn Brooks Higginbotham, "African American Women's History and the Metalanguage of Race," Signs: Journal of Women in Culture and Society, Vol.17, No. 2, Winter 1992, 252.
18.	Barbara Shircliffe, The Best of That World: Historically Black Schools and the Crisis of Desegregation in a Southern Metropolis (Creskill, NJ: Hampton Press, 2006) and Vanessa Siddle Walker, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: UNC Press, 1996).
19.	R. Scott Baker, The Paradoxes of Desegregation: African American Struggles for Educational Equity in Charleston South Carolina, 1927-1972 (Columbia: University of South Carolina Press, 2006) and Richard Kluger, Simple Justice: The History of Brown v. Board and Black America's Struggle for Equality (New York: Random House, 1975).
20.	Liva Baker, The Second Battle of New Orleans: The Hundred Year Struggle to Integrate the Schools (New York: Harper Collins, 1996), Karen Anderson, Little Rock: Race and Resistance at Central High School (Princeton, Princeton University Press, 2009), J. Anthony Lukas, Common Ground: A Turbulent Decade in the Lives of Three American Families (New York: Knopf, 1985).
21.	Elizabeth Jacoway, Turn Away Thy Son: Little Rock, the Crisis that Shocked the Nation (New York: Simon and Schuster, 2007), Pete Daniel, Lost Revolutions: The South in the 1950s (Chapel Hill: UNC Press, 2000).
22.	For example, Peter Irons, Jim Crow's Children: The Broken Promise of the Brown Decision& (London: Penguin, 2002); Charles T. Clotfelter, After Brown: The Rise and Retreat of School Desegregation (Princeton: Princeton University Press, 2004). Jennifer Hochschild and Terry M. Moe, though at different ends of the political spectrum, both demonstrate the marginality of desegregation in the scholarship of education reform and educational equity.
23.	Roberts's words are drawn from the plurality opinion in Parents v Seattle in 2007. Thomas' comments date back to his concurring opinion in the 1995 case Missouri v Jenkins.
24.	Richard D. Kahlenberg, All Together Now: Creating Middle Class Schools Through Public Choice (Washington, DC: Brookings, 2001).
25.	Although the issue of re-segregation is a pressing one in both the South and the West and has historically been a persistent problem in the urban North, the context for this paper is the de jure school segregation of the South.
26.	Melba Pattillo Beals, Warriors Don't Cry: A Searing Memoir of the Battle to Integrate Little Rock's Central High (New York: Simon and Schuster, 1994), 168, 171.
27.	Terrence Roberts, Lessons from Little Rock (Little Rock: Butler Center Books, 2009), 30.
28.	Charlayne Hunter-Gault, In My Place (New York: FSG, 1992), 87.
29.	W.E.B. DuBois, "The Talented Tenth," in The Negro Problem: A Series of Articles by Representative Negroes of To-Day, (New York, 1903).
30.	Hunter-Gault, 205, 211.
31.	Hayman and Ware, 313.
32.	Russell W. Rumberger and Gregory J. Palardy elaborate on previous findings that "socioeconomic segregation matters" in student achievement; they find that in South particularly "the effects of socioeconomic segregation can only be addressed through policies that attempt to redistribute students among schools or improve the quality of [low-SES] schools." "Does Resegregation Matter?: The Impact of Social Composition on Academic Achievement in Southern High Schools," in School Resegregation: Must the South Turn Back? (Chapel Hill: UNC Press, 2005), 145.
33.	"The Economic Stagnation of the Black Middle Class," A Briefing Before the United States Commission on Civil Rights, Washington, DC, July 15, 2005. Accessed at http://www.usccr.gov/pubs/122805_BlackAmericaStagnation.pdf on December 9, 2011.

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