The Human Contexts Surrounding the Opening of Albuquerque's Second
Total Page：16
File Type：pdf, Size：1020Kb
University of New Mexico UNM Digital Repository Teacher Education, Educational Leadership & Education ETDs Policy ETDs 7-11-2013 A Line in the Sand: The umH an Contexts Surrounding the Opening of Albuquerque's Second Public High School, Highland HIgh Ann Piper Follow this and additional works at: https://digitalrepository.unm.edu/educ_teelp_etds Recommended Citation Piper, Ann. "A Line in the Sand: The umH an Contexts Surrounding the Opening of Albuquerque's Second Public High School, Highland HIgh." (2013). https://digitalrepository.unm.edu/educ_teelp_etds/30 This Dissertation is brought to you for free and open access by the Education ETDs at UNM Digital Repository. It has been accepted for inclusion in Teacher Education, Educational Leadership & Policy ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. A LINE IN THE SAND i Ann Elizabeth Piper Candidate Educational Leadership Department This dissertation is approved, and it is acceptable in quality and form for publication: Approved by the Dissertation Committee: Dr. Alicia F. Chávez, Chairperson Dr. Arlie Woodrum Dr. Durwood Ball Dr. Ernest Stapleton Dr. Jack Bobroff A LINE IN THE SAND ii A LINE IN THE SAND: THE HUMAN CONTEXTS SURROUNDING THE OPENING OF ALBUQUERQUE’S SECOND PUBLIC HIGH SCHOOL, HIGHLAND HIGH BY ANN ELIZABETH PIPER B. S., Education, Northeast Missouri State University, 1977 M. A., Educational Administration, University of New Mexico, 1994 DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Educational Leadership The University of New Mexico Albuquerque, New Mexico May, 2013 A LINE IN THE SAND iii © 2013, Ann Piper A LINE IN THE SAND iv Dedication To my confident and brave participants whose stories are the story. A LINE IN THE SAND v Acknowledgements Even though I have spent the past 54 years in school buildings almost every day of each year, I had not “been to school” in 15 years, the day I climbed the stairs of Hokona Hall, UNM, to attend my first “doc” class, Qualitative Research, in fall of 2006, I quailed - scared, tentative, and insecure. The other “kids” in the class were obviously so assured, smart, worldly, and wise – focused on their goals, steeped in academe. “Big words” ensued and by the time our teacher indicated a break, I cornered her, tears in my eyes, and said, “I can’t do this!” My first personal encounter with Dr. Alicia Chávez unfolded: she gave up her entire break, escorted me to her office, and validated my personal and professional abilities. Dr. Chávez was calm, supportive, enthusiastic, and undeterred: “You can do this – you WILL do it!” Thank you, Dr. Chávez. On that day you demonstrated the incredible power teachers have over students – and too many of us teachers take that for granted! We have POWER to inspire or deter, validate or crush, affirm or deny. Seven years later I thank you for shepherding me through this journey – you never said “no.” Instead, you only said, “Yes, do it, believe, dream, and accomplish!” Thank you, Teacher! Second, I acknowledge all my doc teachers, especially Dr. Allison Borden whose picture appears when you Google “exemplary teacher.” Dr. Borden models how a teacher guides students to learn. Her magic wand is powered by incredible pre-planning, preparing deep and thoughtful technical experiences, coaching, allowing re- doing/guiding, providing multiple and timely incredible feedback, establishing group learning, creating step-by-step discovery and more – plus, Dr. Borden, thank you for letting me cyber-stalk you for an entire two semesters. Bless you! Third, I acknowledge my cohort group of “kids” with whom I’ve been privilege to attend doctoral classes. What fun we had, what tears we cried, what great foods we shared, what late nights-emails-gossips we’ve exchanged! Special thanks to Fran, Kathy, Mark, Sheryl and James - Thank you, my cohort colleagues – my friends for life. Fourth, I honor and acknowledge by school family who supported me and picked up the slack in my physical, mental and emotional absences. Thanks to our school secretaries, dear Judy, Donna, and Barbara. Thanks to James who never let me have a tech “down moment,” and to Alvin who “makes it work.” Thank you to assistant A LINE IN THE SAND vi principals Tracy, Ryan, John – and fabulous [ABD OLIT] Coach Tammy: you’ve always selflessly supported me (amazing!) Dear Jackson Middle School staff – you are the BEST possible to work with! Also, a shout out to Tim Whalen, who, when I asked for the time to start, never flinched, to Dr. R. T. Wood who met with me and on whose great work I lean, and to David Bower who was my inspiration to apply for the program. Fifth, I thank my selfless committee led by Dr. Chávez. Dr. Woodrum proved to me that one should never settle for status quo in a new situation, never settle for second best, AND never give up. Dr. Ball’s calmness, honestly, deep historical knowledge and sense of humor has been an academic touchstone. Thanks cannot be measured for Dr. Stapleton and Dr. Bobroff, past Albuquerque Public Schools Superintendents, who have given of their time, selves, and means to advance my journey. I appreciate you ALL! Sixth, to my Steel Magnolias – my incredible group of strong girlfriends – thank you. We’ve laughed crazily, cried together, seen birth, divorce, death, and held each other’s hands and heads to our hearts. I still have a Mag novel started on my “desktop” – beware! Oh, we are GOOD, and we are shaking the world! Seventh (but first), of course I thank my family – raised in a German tradition, we “just do it” and don’t complain. I’m glad I could demonstrate for my kiddo’s that it’s not that hard, and you’re never too old to learn more! My smart, motivated kids Beth, Michael, and Laura Piper – and Josef Jansen - are always an inspiration for me – what multi-taskers! Thank you, also, my multi-degreed siblings Mary, Fred and Will, and Dr. Dad and sister Dr. Marg for modeling that another degree is “just another trick in your tool box.” Understated, I appreciate Blair’s support – late, lonely nights; fast food or no food; a vast funding drain; missed flights – thank you, my best friend. A shout-out to Dr. Rudy Garcia whose constant “how’s it goings?” guilted me into keeping going Finally, a special, indescribable thank you to my brave and wise participants – what a great time we’ve had talking about years 1945-1953! Your willingness to step forward and speak, your candid reflections, and your unabashed sharing of both your stories and your intimate memories have created a story that spans all time. Because of your courage to speak, the opening of Highland and Albuquerque years 1945-1953 are described by you and will be forever remembered. A LINE IN THE SAND vii A LINE IN THE SAND: THE HUMAN CONTEXTS SURROUNDING THE OPENING OF ALBUQUERQUE’S SECOND PUBLIC HIGH SCHOOL, HIGHLAND HIGH BY Ann Elizabeth Piper B. S., EDUCATION, NORTHEAST MISSOURI STATE UNIVERSITY, 1977 M. A., EDUCATIONAL ADMINISTRATION, UNIVERSITY OF NEW MEXICO, 1994 Ed.D., EDUCATIONAL LEADERSHIP, UNIVERSITY OF NEW MEXICO, 2013 Abstract During the years 1945-1953, what were the historical, social, economic, and political influences exerted on the planning and opening of Albuquerque Public Schools' (APS's) second high school, Highland High? From 1881 until 1949, Albuquerque High was Albuquerque’s only public high school. This study highlights a convergence of circumstances that reveals an educational and cultural story unique in the United States. Utilizing a qualitative study design, data emerged from open coding of documents, artifacts and personal interviews. Findings demonstrate that major influences on Highland’s opening include: the end of World War II, a patterning of Highland after Albuquerque High, a divide in curricular and activities standards for genders, a two- school rivalry in the city, housing patterns resulting in a dominantly Anglo Highland population, an increase in income and leisure time, a homogenous American dream, an influx of money to Albuquerque, a rise in tourism, an increase in small businesses, a plentiful water supply, fierce nationalism, fear of Communism, explosive population and annexation to the city limits, and two strong leaders (Clyde Tingley and John Milne) with significant influence and leadership longevity. Findings lend national implications for practicing educators including honoring the past, engaging community, establishing A LINE IN THE SAND viii collaborative relationships, seeking financial resources, and exhibiting strong leadership. This study begins to fill a specific gap in the recorded history of APS and reconstructs a tiny piece of the shifting sand of the American Southwest. In Albuquerque, in 1949, a line in the sand was drawn that both divided and defined two high school communities. Keywords: Albuquerque history, Highland High, Albuquerque Public Schools A LINE IN THE SAND ix TABLE OF CONTENTS LIST OF TABLES………………………………………………………………. xvii LIST OF PHOTOGRAPHS……………………………………………………… xviii CHAPTER 1. INTRODUCTION TO THE RESEARCH STUDY………………………… 1 Introduction to Chapter 1…………………………………………………………. 1 An Overview of Immigration to the United States (U.S.)………………………... 3 An Overview of Immigration to the New Mexico Area………………………….. 8 A Brief Overview of Schooling in the United States Up to the Year 1945………. 11 Differences in How Schooling Developed in the Northeastern and Southern U.S. 22 The History of Schooling in the New Mexico Area Up to the Year 1945………... 25 The History of Schooling in Albuquerque Up to the Year 1945…………………. 30 Albuquerque High………………………………………………………………… 33 Highland High…………………………………………………………………….. 34 Statement of the Problem…………………………………………………………. 35 Research Question………………………………………………………………… 35 Purpose of the Study……………………………………………………………… 35 Significance of the Study…………………………………………………………. 35 Research Focus…………………………………………………………………… 36 Organization of the Research Study……………………………………………… 36 Summary of Chapter 1…………………………………………………………….