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An Interview with Cheryl Brown Henderson by Nancy E 50 Years after Brown v. the Board of Education: An Interview with Cheryl Brown Henderson By Nancy E. Carriuolo This spring marks the 50th anniversary (May back to the earliest years of American higher 17, 1954-2004) of the Supreme Courts’ decision to education, developmental education only be- outlaw segregation by rul- came highly visible to the public after Brown v. ing unanimously in favor the Board of Education slowly pried open the of the plaintiffs in Brown doors of segregated schools, colleges, and uni- v. the Board of Education. versities. Access for students of color has Of course, segregation never brought the possibility of higher education to a really ended, as will be ex- new population, many of whom–as you know plained in the following in- so well—have been underprepared, requiring terview with Cheryl Brown remediation after studying in less-than-adequate Henderson, daughter of segregated schools. Oliver Brown, the 10th of 13 I would like to discuss Brown v. the Board’s plaintiffs in Brown v. the original intentions and its ultimate effects on Board and the namesake for the case. Reverend K-16 education. Everyone needs to understand Access for students of Oliver Brown passed away only 7 years after the that Brown v. the Board increased access for color has brought the ruling, so he never witnessed the full series of up- students of color to all levels of education and heavals and ripples caused by the decision. How- later, as one of its many consequences, sparked possibility of higher ever, his youngest daughter Cheryl, a former teacher our government’s understanding (albeit some- education to a new and administrator and also an expert on Brown v. times grudging) that the new, underprepared the Board and its effects, now carries on the decision’s students entering higher education often population, many of promise of fostering equal educational opportunities needed the financial, counseling, and academic whom...have been through her work as president of the Brown Founda- support provided by developmental educators. tion in Topeka, Kansas. The foundation makes fi- Brown promised students of color access to underprepared. nancial aid awards to minority students (book schol- college, and developmental educators added the arships to high school seniors and tuition scholar- promise of success. ships to college juniors and seniors pursuing teach- ing as a career). As Cheryl says, “Diversity in the Cheryl Brown Henderson (C.B.H.): Yes, de- classroom needs to start with the teacher at the front velopmental educators have been our partners, of the classroom.” The foundation decided to grow and I am pleased that the 50th anniversary of its own minority teachers after surveying teacher the decision has provided me with an opportu- preparation programs and realizing that many mi- nity to talk about the Supreme Court’s decision. nority teachers are nearing retirement with far too few minority students preparing to replace them. N.C.: Surely, Brown v. the Board would make Information about the foundation can be found at everyone’s short list of legal decisions that most http://Brownvboard.org. influenced American education in the 20th cen- In the following interview, Cheryl Brown tury. Did the decision, though, grow from a Henderson provides an historical context for the land- long list of significant earlier decisions? mark Supreme Court decision named after her fa- ther. She then discusses the decision’s intended ef- C.B.H.: Yes, the struggle toward equal rights fect on education, particularly on underprepared stu- was long and arduous. Sometimes African- dents from under-resourced schools, the very students Americans are chastised for being too sensitive. developmental educators work so hard to prepare for I wonder, though, how many average Ameri- college study. She also speaks of the difficulty of de- cans have read the U.S. Constitution and know segregating schools and colleges/universities, which— that enslaved people were counted as 3/5 of a unlike, for example, relatively impersonal settings person for the purposes of establishing repre- Nancy E. Carriuolo such as public transportation—are highly social set- sentation in the House of Representatives? (See Associate Commissioner for Academic and tings. Sidebar 1.) Student Affairs Americans know that, following the Civil Rhode Island Office of Higher Education Nancy Carriuolo (N.C.): Cheryl, thank you for War, people formerly held in slavery were freed. 50 Holden Street your interest in developmental educators. Al- Providence, RI 02908 Probably fewer Americans have ever thought- [email protected] though the need for remediation is traceable fully studied the resulting amendments to the 20 Journal of Developmental Education U.S. Constitution that provided for human C.B.H.: Yes, Brown v. the Board involved five his day who were seeking ways to become a part rights. The amendments were enacted by Con- states, some in the North but others in the of mainstream society rather than be gress in 1865, 1868, and 1870 but not imple- heavily segregated South. The Supreme Court marginalized by it. Dad recognized athletics mented until nearly 100 years later when Brown decision eventually uprooted state laws that could be a means to mainstream success, so he v. the Board (1954) forced our country to keep supported segregated schools in 21 states. The became a boxer, who was good enough to com- the constitutional promises (such as equal pro- driving force behind the decision was the pete in the Golden Gloves. He wanted to find tection and rights not to be denied on account NAACP. a place in life where he could be in control and of race) that are inherent in those amendments play a leadership role. Boxing, though, wasn’t (see Sidebar 2). N.C.: Please tell us some specifics about the that place. Our family joke is that after Dad’s Many years of various court cases also took case, your father, and what he and the other first knockout, he decided to go into the semi- place before and after the amendments. People plaintiffs hoped to accomplish. nary. Actually, he had always been active in are probably most familiar with the Dred Scott church. In 1953 he became an African Meth- case (1857, Supreme Court decision), in which C.B.H.: First, everyone needs to understand odist Episcopal minister and pastor of St. Mark Dred Scott, a 50-year-old man, and his wife that the NAACP organized groups of plaintiffs AME Church in Topeka, Kansas. By 1954, when Harriett filed suit for their freedom from sla- from Delaware, Kansas, Virginia, the District Brown v. the Board was decided, my father had very in federal court in St. Louis. of Columbia, and South Carolina into individual spent a year as a minister and was assigned to class action suits, eventually combined by the his first church. N.C.: Also, the case of Heman Sweatt (1946), a U.S. Supreme Court. Dad was already a community leader by man denied admission to the University of I will explain the NAACP’s method of or- the time he was recruited by the NAACP to Texas at Austin, joined similar cases filed in ganizing the case by using my hometown of participate in Brown v. the Board, but, most of Topeka, Kansas as an example. In Spring 1950, all, he was a man with common sense. My older Sidebar 1: For the Purpose of Deter- among all the schools in our public system, only sisters and other African-American children mining State Population, U.S. Constitu- four were segregated. Those schools were el- ementary schools, so the NAACP sought only tion Counts an Enslaved Person as 3/5 Sidebar 2: Amendments XIII, XIV, and XVI of a Person parents of elementary school children. The NAACP recruited 13 families, and my father Amendment XIII (Abolition of Slavery, 1865): was initially just #10, not the icon he has be- U.S. Constitution “Section 1. Neither slavery nor involuntary servi- come over the years. tude, except as a punishment for crime whereof “Article I, Section 2 (Determination of the num- The NAACP instructed parents—who the party shall have been duly convicted, shall ber of representatives per state on the basis of served as the plaintiffs on behalf of their 20 exist within the United States, or any place sub- population): Representatives and direct taxes children—to try to enroll the youngsters in a ject to their jurisdiction.” shall be apportioned among the several states white school nearest to their home and then “Section 2. Congress shall have power to enforce which may be included within this union, ac- record the results as documentation for the suit this article by appropriate legislation” (Legal In- cording to their respective numbers, which shall named Oliver L. Brown et al. vs. the Board of formation Institute, Cornell Law School, 2003a). be determined by adding to the whole number Education of Topeka, filed in 1951. People of- of free persons, including those bound to ser- ten assume my father was the lead plaintiff be- Amendment XIV (Privileges and Immunities, Due vice for a term of years, and excluding Indians cause his name must have been first in the al- Process, Equal Protection, Apportionment of Rep- not taxed, three fifths of all other Persons” (Le- phabetical list of 13 plaintiffs. resentatives, Civil War Disqualification and Debt, gal Information Institute, Cornell Law School, 1868): 2003d). N.C.: How was the selection made? “Section 1. All persons born or naturalized in the Missouri and Oklahoma, all of which are par- C.B.H.: (With a smile in her voice): If the lead United States, and subject to the jurisdiction ticularly relevant for us in higher education.
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