DOCSLIB.ORG

The Struggle to Redevelop a Jim Crow State, 1960–2000

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Educating for a New Economy: The Struggle to Redevelop a Jim Crow State, 1960–2000 by
William D. Goldsmith Department of History
Duke University

Date:_______________________
Approved:

___________________________
Nancy MacLean, Supervisor

___________________________
Edward J. Balleisen

___________________________
Adriane Lentz-Smith

___________________________
Gary Gereffi

___________________________
Helen Ladd

Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of
History in The Graduate School of
Duke University

2018
ABSTRACT
Educating for a New Economy: The Struggle to Redevelop a Jim Crow State, 1960–2000 by
William D. Goldsmith Department of History
Duke University

Date:_______________________
Approved:

___________________________
Nancy MacLean, Supervisor

___________________________
Edward J. Balleisen

___________________________
Adriane Lentz-Smith

___________________________
Gary Gereffi

___________________________
Helen Ladd

An abstract of a dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of
History in the Graduate School of
Duke University

2018

Copyright by
William D. Goldsmith
2018

Abstract

This dissertation shows how an array of policymakers, invested in uprooting an unequal political economy descended from the plantation system and Jim Crow, gravitated to education as a centerpiece of development strategy, and why so many are still disappointed in its outcomes. By looking at state-wide policymaking in North Carolina

and policy effects in the state’s black belt counties, this study shows why the civil rights

movement was vital for shifting state policy in former Jim Crow states towards greater investment in human resources. By breaking down employment barriers to African Americans and opening up the South to new people and ideas, the civil rights movement fostered a new climate for economic policymaking, and a new ecosystem of organizations flourished to promote equitable growth. At first, they sought to create a high-wage economy based on the industrial North. But as branch-plant recruitment faltered as a development strategy, these policy advocates turned to worker co-operatives, entrepreneurial incubators, and improved education as an alternative. Kids were the new cash crop in part because policymakers came to believe that economic growth—for the locality, for the state, for the nation, for all countries at all times—depended on innovators and entrepreneurs. American workers, too expensive to perform physically grueling industrial chores in an unevenly governed global economy, had to be ready and willing to toss away old skills and acquire new ones to fit whatever tasks the innovators found humans still useful to perform. By stressing the economic value of education, these policy advocates succeeded—for a time—in boosting state and local spending. But this came at the cost of democratic rationales for public schools. Moreover, this approach failed to stabilize rural communities hurt by manufacturing job losses.

iv

Table of Contents

List of Figures List of Tables vi vii
List of Abbreviations Acknowledgements Preface viii xi xvi

  • 1
  • Introduction: The Rise of Education for Economic Development

Chapter 1: Jim Crow’s Lost Harvest, 1900-1960

Chapter 2: Still Waiting for a “New Day,” 1960-1965

Chapter 3: Halting the Chickenbone Special, 1964-1972 Chapter 4: Growth, a Delicate Balance, 1971-1980

Chapter 5: “Education for Economic Growth,” 1980-1986 Chapter 6: “Beyond the Buffalo Hunt,” 1980-1992

Chapter 7: Kids, the New Cash Crop, 1990-2000 Conclusion: Education and a New Uneven Economy Epilogue: Unraveling the Education for Economic Development Consensus Bibliography
36 88
143 234 312 370 448 519 525 548

  • 591
  • Biography

v

List of Figures

  • Figure 1: North Carolina Per Capita Income and Education Spending
  • 6

Figure 2: The Expansion of the Liberal Economic Development Non-profit Ecosystem in

  • North Carolina and the South
  • 9

Figure 3: Map of Eastern North Carolina and Black Belt Figure 4: Poverty in the Black Belt (2000)
13 13
Figure 5: Diaspora Southerners as Percentage of All Southern-Born Adults Figure 6: Cartoon of Balanced Growth in North Carolina (1947) Figure 7: United Forces for Education Brochure (1960) Figure 8: Dallas Herring (1960)
21 62 75 77
Figure 9: The Open Door Comprehensive Community College (1965) Figure 10: Map of Community Colleges (1965)
113 116 208 220 272 285 295 340 362 381 383 386 390 392 394 438 477 523 531 532 538
Figure 11: Federally funded regional development programs (1970) Figure 12: Eva Clayton Political Advertisement (1968) Figure 13: Soul City diagram from N&O Investigation (1975) Figure 14: J.P. Stevens unionization victory in Southern Exposure (1980) Figure 15: Political cartoon about state testing program (1978) Figure 16: Jesse White and Stuart Rosenfeld of Southern Growth Policies Board Figure 17: Cartoon of Jim Hunt used against him in 1984 campaign with Helms Figure 18: The staff of Southerners for Economic Justice

Figure 19: Black Workers for Justice Workers’ School (circa 1985)

Figure 20: BWFJ cartoon of industrial recruitment (1986) Figure 21: Map of Worker-Owned Businesses in North Carolina (circa 1985) Figure 22: Jobs & Justice flier Figure 23: Sewing company spread from Center for Community Self-Help Figure 24: Cartoon of Gov. James Martin and Global TransPark Figure 25: John Locke Foundation charter schools cover (1996) Figure 26: Educational attainment in North Carolina Figure 27: Manufacturing employment, select MSAs, 1993-2017 Figure 28: Eds and meds employment, select MSAs, 1993-2017 Figure 29: Economic development grants by county, 2006-2012

vi

List of Tables

Table 1: Key votes on Civil Rights and Great Society legislation Table 2: Composition of CADA Board of Directors
138 176 182 204 441
Table 3: Education Expenditures in NC War on Poverty Table 4: Manpower Funding in North Carolina (1970) Table 5: Emergence of Libertarian State Policy Advocacy Groups

vii

List of Abbreviations

  • AFL
  • American Federation of Labor

ALEC ARA
American Legislative Exchange Council Area Redevelopment Act of 1961

  • ARC
  • Appalachian Regional Council

BWFJ CADA CAFO CDC
Black Workers for Justice Choanoke Area Development Association Concentrated animal feeding operation Community Development Corporation Comprehensive Employment and Training Act of 1973 Congress of Industrial Organizations Congress of Racial Equality
CETA CIO CORE CPRC DOJ
Coastal Plains Regional Commission U.S. Department of Justice

  • DOL
  • U.S. Department of Labor

  • ECS
  • Education Commission of the States

Economic Development Corporation of Eastern North Carolina Equal Employment Opportunity Commission Eastern North Carolina – Local Initiatives Support Corporation Elementary and Secondary Education Act of 1965 Foundation for Community Development Federal Drug Administration
EDC EEOC ENC-LISC ESEA FCD FDA

viii

  • FHA
  • Federal Homeowners Administration

  • Global TransPark
  • GTP

HEW HUD
U.S. Department of Health, Education, and Welfare U.S. Housing and Urban Development Department

  • Industrial Education Centers
  • IECs

  • ISS
  • Institute for Southern Studies

JTPA LINC LISC
Job Training Partnership Act Learning Institute of North Carolina Local Initiatives Support Corporation Manpower Development Corporation Manpower Development Training Act of 1962

Raleigh (NC) News & Observer

MDC MDTA

N&O

NAACP NAEP NAFTA NAM NEA
National Association for the Advancement of Colored People National Assessment of Educational Progress North American Free Trade Agreement National Association of Manufacturers National Education Association
NCAE NCCA NCCBI NCEA NCF
North Carolina Association of Educators North Carolina Citizens Association North Carolina Citizens for Business and Industry North Carolina Education Association North Carolina Fund

  • NCTA
  • North Carolina Teachers Association

ix
NLRB NGA OEO PPOP REAL RTP
National Labor Relations Board

National Governors’ Association

U.S. Office of Economic Opportunity

People’s Program on Poverty

Rural Education through Action Learning Research Triangle Park

  • SEJ
  • Southerners for Economic Justice

Southern Growth Policies Board Southern Regional Council
SGPB SRC SREB SSC
Southern Regional Education Board Superconducting super collider Southern Technology Council Teach for America
STC TFA TVA UFE
Tennessee Valley Authority United Forces for Education
UNC USDA UOCI WOSCO WTO
University of North Carolina U.S. Department of Agriculture United Organizations for Community Improvement

Workers’ Owned Sewing Company

World Trade Organization x

Acknowledgements

The phrase “You didn’t build that!” earned Barack Obama a lot of flak on the campaign

trail in 2012, but it fully applies to this dissertation. My labor producing this document has depended on the support of many, many others. Only a sliver of them are listed below.
This (mis)adventure started with Glenda Gilmore, my undergraduate advisor. She connected me to eastern North Carolina sage David Cecelski, who patched me through to Tillery’s finest, Gary R. Grant—who, along with the other Concerned Citizens of Tillery, has taught me more than I can ever acknowledge, about history, organizing, and core

values. Back in high school, Bob Yutzy modeled how to think, though I’m still in need of his tutelage (some day I’ll return your philosophy book!). Three people deserve mention

for teaching me to write: Katherine Weber, Cathy Harding, and Robert Penn Warren (I blame him for all my bad habits, including this digression).
Many people I have never met were foundational to this project; you can find most of their names in the footnotes. John Taylor Gatto wrote essays for Harper’s that made me think critically for the first time about the purpose of schooling. Through archived correspondence, I have a strange intimacy with Dallas Herring, George Autry, Lucy Watkins, Terry Sanford, John Ehle, Floyd McKissick, Joe Grimsley, and Betty Owen—all of whom I will never have a chance to speak with. I was glad to meet William Winter and Jim Hunt in the course of my research, as well as Tom Lambeth, Joel Fleishman, David Dodson and several others discussed in the following pages. Karl Stauber, Ferrel Guillory, Jane Smith Patterson, Stuart Rosenfeld, and, especially, Jesse White were instrumental in helping me understand this past. If I seem occasionally xi critical of the people in this dissertation, I hope it is clear that I am inspired by their engagement in the rough and tumble world of policymaking. You have showed me how one endures with grace in a harsh climate.

In the course of my research, I’ve received financial support from a number of

organizations, Duke University first and foremost. Financial, social, and emotional aid from the National Academy for Education/Spencer Foundation proved crucial for this final stretch. Tom Nechyba at the Duke Social Science Research Institute also helped bridge my completion funding, which also allowed me to spend many delightful hours with Jim Speckart. Along the way, the Tobin Project, the LBJ Foundation, the Kenan Institute for Ethics, and my wife and mother assisted me with research trips. Max Rose, Richard Hart, and Joshua Mbanusi helped me access the basement records at MDC, Inc.,

and thanks to Ret Boney for giving me permission to peruse her father’s papers. A host of

librarians and archivists helped me see this amorphous concept in concrete sheets of paper. Thanks especially to the staff at the Southern Historical Collection at UNC and the Rubenstein Rare Book & Manuscript Library at Duke. Matt Turi deserves special mention at SHC. Kelley Lawton and Carson Holloway were my research supports at Duke Library. Thank you to the folks at RTI International, where I spent a summer as an intern, especially Jeff Alexander, Sara Lawrence, Sara VanLear, Mike Hogan, and Jacqueline Olich.
Valuable feedback at workshops and conferences has sharpened this dissertation.

Thank you to Tracy K’Meyer, Robert Pratt, Sarah Thuesen, Gavin Wright, Pam Laird,

David Sicilia, Nelson Lichtenstein, Josh Freeman, John Jones, Ansley Erickson, Maris

Vinovskis, and Elizabeth Tandy Shermer. Other “MacLean-iacs” gave me well-timed

xii guidance and cheer, especially Crystal Sanders and Brett Gadsden. Fellow graduate

students and other “emerging” scholars provided camaraderie and inspiration. Shout outs

to Keith Orejel, Liz Lundeen, Sarah McNamara, Josh Davis, Nick Juravich, Cristina Groeger, Rudi Batzell, Claire Dunning, Paige Glotzer, Jessica Levy, Andrew Elrod, Mitch Robertson, Dom Barker, Dan Rowe, Kelly Goodman, Mollie McQuillan, Caroline Pinkston, Christina Ciocca, Phil Nichols, Gabriel Chouhy, Kevin Clay, Sarah Kabay, Leigh Soares, and Gabriel Rodriguez.

I’ve gleaned so much from everyone at Duke, especially those in the History

Department. Thank you especially to Sally Deutsch, Reeve Huston, Phil Stern, Fritz Mayer, Laura Edwards, Jehangir Malegam, John Martin, Jolie Olcott, Bob Korstad, and Susan Thorne, Robin Ennis, and Cynthia Hoglan. Other faculty in the area—especially Kat Charron, Jerma Jackson, Peter Coclanis, and Ben Waterhouse—provided much needed guidance. When I started the program, upper-level graduate students showered far more attention on me than I deserved. Thank you especially to Elizabeth Brake, Paige Welch, Karlyn Forner, Anne-Marie Angelo, and Shana Starobin. It has been great learning (and kvetching) over the years with Corinna Zeltzman, Ryan Poe, Ashley Elrod, Jon Free, Ashley Young, Tom Cinq-Mars, Mandy Cooper, Anna Johns, Paola Reyes, Brad Wood, Aaron Colston, Eladio Bobadilla, Hannah Ontiveros, Mercy DeMenno and Ashton Merck.

If you’re not impressed with this dissertation, you don’t know how truly awful it

would have been without such a wonderful committee goading me forward. Thank you

Gary and Sunny. Adriane’s open door was always a welcome respite, even if she perhaps

wished she kept it closed more often. A few other people have gone far beyond any xiii reasonable expectations of mentorship, offering me such tender attention that they are de facto committee members. Thank you to Ethan Hutt and Jason Ellis. Jacquelyn Hall always took me more seriously than I took myself and helped me imagine how to be a scholar. Mac McCorkle provided careful reading of my material, timely introductions, and many wonderful conversations.
When I came to Duke, I had no clue what sterling mentorship I would get from
Nancy MacLean and Ed Balleisen, which they continue to provide even as I squander many hours of their time and attention. Your generosity on this score shows in the great

networks of former students I’ve had the pleasure to get to know through you.

Several graduate students did backbreaking emotional lifting along with the usual work of scholarly feedback. Without Tiffany Holland, Yuri Ramírez, Meggan Cashwell,

Alisha Hines, Mandy Hughett, David Romine, and Scovill Currin, I’m not sure I would

have survived the initial years of graduate school, much less these isolated ABD days. Maceo Montoya served as my far-away sounding board as I churned out these words; our correspondence is perhaps the greater work to come from this. Since they came into my life, Chris Martin and Michael Ripski have always jerked my feet firmly back to the

ground. My wife’s family has supported me with welcome laughs, drinks, and

conversation.
I have been blessed with remarkable friendships from my own days as a public school student in the North Carolina foothills (as I suggest in this dissertation, it is no accident that many of us left for Charlotte, Raleigh-Durham or farther flung locales). Thank you to Jon Kanipe, Wes Ballew, Scott Cunningham, and Chris Pruett. Ben Hollifield and Chris Lunsford have been with me through all the moments, good and bad. xiv
Finally my family—Susanne, Elizabeth, my dad. My mother cleared her plate on

a moment’s notice to rescue me from childcare in order that I could hunch over my desk

to produce this damned thing. More than any novelist, she taught me to see people as the

humans they are, rather than the gods or monsters we’d like them to be.

Remarkably, my wife, Millie, stood by me through this all. What seemed like a lark in 2010 became a journey far longer than either of us anticipated, yet she supported me with grace and forbearance undeserved. My children Tere and Whitmel reminded me daily, hourly why I do this—as well as why work has limits. Our writings are like children, I learned from the poet Anne Bradstreet, yet no matter how long I nurse this

“ill-formed offspring of my feeble brain,” my pride in it pales in comparison to the two of

you. xv

Preface

As with almost any endeavor of this kind, a personal interest undergirds the research and framing. The story ends just as I enter the stage. In the summer of 2002, I came back to North Carolina, after four years of college in New Haven, Connecticut. Not knowing what else to do—uninterested in the pursuit of mammon, dismayed by the legacy of Americans abroad, ambivalent about the value of a life dedicated to the arts—I at least wanted to give back to the place that had given me so much. Growing up in a small foothills town, technically rural but (at that time) full of manufacturing employers, I benefited from an educational infrastructure created by many of the people discussed in this dissertation. My public high school offered sports, debate, student government, and a variety of college-level classes. I took advantage of as much as I could. I attended residential summer programs in science, mathematics, and English, paid for by the state, where I met ambitious fellow North Carolinians who raised the bar for me.
I came back as part of Teach for America. With hundreds of other fresh-faced 20- somethings, I crammed during six weeks of summer training in Houston, a kind of boot

camp on creating units, setting “big, hairy, audacious” achievement goals, and—

especially—the fine arts of classroom management. I thought it would be familiar, maybe even comfortable, teaching high school in my homestate, as opposed to Baltimore, the Rio Grande Valley, or East L.A.
I was wrong. Halifax County—a place that relatives on both sides of my family tree had once called home—felt like another world. I was astonished by the segregation in the area, more like the Mississippi Delta than the town where I had grown up. The

county’s school system was divided into three districts. Only 5 percent of my students

xvi were white, yet whites made up more than 70 percent of students in the Roanoke Rapids Graded District, a few miles up the road from my school. Even more stunning were the disparities of opportunity. The school where I taught offered no Advanced Placement or International Baccalaureate coursework and only a slim set of extracurriculars. The situation paled in comparison to Roanoke Rapids High. I trained as an AP English Literature teacher to foster more advanced courses. I started a Drama Club, and we put on a few fly-by-night productions.
Those three years were well spent. I loved my students. Miraculously, some of them got something out of our time together. I learned a great deal about local cultures and histories my elder relatives had shunned and ignored. But I hardly pierced the fabric of unequal opportunity in Halifax County. I was increasingly bothered by my inability to explain, to my students and to myself, why going to college mattered beyond a wage premium, and why it was more challenging to get there from our school in comparison to the one up the road.

Drilled into our brains as TFA teachers was the organization’s vision statement:
“One day all children in this nation will have the opportunity to attain an excellent education.” It was, and is, a noble goal, despite the statement’s hedge (might we excise “the opportunity to attain”?). A number of prominent academics and educators have

critiqued Teach for America for busting unions, promoting charter schools, and playing into the hands of anti-statists who want to dismantle public education. While I agree that much of the education reform movement has been coopted by libertarian ideologues, my experience with TFA was positive. TFA teachers filled pressing staff shortages in Halifax County; by the end of three years, I was among the senior half of the faculty at my high xvii school. Many TFA teachers moved into anti-union roles, but many also learned how necessary it is for teachers to have some countervailing power against the demands of the work environment, which otherwise eats you whole.1 The organization has seeded a broader set of people to engage with education issues, and TFA alumni are scattered across the vast educational policy ecosystem on all sides of the debates.

Still, I have come to believe that to achieve that “one day” pledge, we must

change more than the school system. Sure, we should pay teachers more in this country, in both material and psychological terms, whether those teachers are K-12 or preschool or college instructors. But even that will not yield a day where all children have a great education. If that day comes, it will be because other aspects of the political economy have changed. One day, perhaps, hard work will not yield such wildly uneven dividends. One day, perhaps, all of us will be secure enough not to worry that our children need more than the children in the neighborhood on the other side of town. In other words, education is not enough to create an equitable political economy; America has

“educationalized” its problems long enough. North Carolina Gov. Jim Hunt frequently used to say that “if we had just one generation of properly born, adequately educated, healthy children, developed in character, we would have Utopia itself.”2 Rather than

Recommended publications
  • NAME: LOUIS A. FERLEGER Address: Department of History Boston University 226 Bay State Road Boston, MA 02215 (617) 353-8305 Emai

    NAME: LOUIS A. FERLEGER Address: Department of History Boston University 226 Bay State Road Boston, MA 02215 (617) 353-8305 Emai

    NAME: LOUIS A. FERLEGER Address: Department of History Boston University 226 Bay State Road Boston, MA 02215 (617) 353-8305 Email: [email protected] Education: Temple University (B.B.A., 1971) Temple University (MA, Economics, 1973) Temple University (Ph.D., Economics, 1978) Teaching and Professional Employment: Professor, Department of History, Boston University, 1999-present. Executive Director, The Historical Society, 1999-2008. Associate Director, Honors Program, University of Massachusetts Boston, 1997-99. Adjunct Professor, Department of History, Boston College, Spring 1997. Associate Director, Massachusetts Institute for Social and Economic Research, 1994-97. Chair, Department of Economics, University of Massachusetts Boston, 1992-93. Professor of Economics, University of Massachusetts Boston, 1991-1999. Associate Dean of Academic Affairs, College of Arts and Sciences, University of Massachusetts Boston, 1989-1991. Associate Professor of Economics, University of Massachusetts Boston, 1984-1991. Assistant Professor of Economics, University of Massachusetts Boston, 1978-84. Academic Honors: Honored for Excellence in Teaching, University of Massachusetts Boston, March 1988. Outstanding Achievement Award, University of Massachusetts Boston, 1984-85. Grants and Fellowships: National Endowment for the Humanities Chairman’s Grant, 2008 Earhart Foundation Fellowship, 2005-06 1 Research Grant, Twentieth Century Fund, jointly with Jay Mandle, Spring, 1992 Charles Warren Fellowship, Charles Warren Center for Studies in American History, Department of History, Harvard University, Spring 1992. Arthur H. Cole Grant-in-Aid, Economic History Association, Summer 1988. National Endowment for the Humanities Fellowship, 1988. Research Grant, Joseph P. Healey Endowment Grant, University of Massachusetts Boston, Spring, 1986. Research Grant, American Association for State and Local History, 1985. Faculty Development Research and Travel Grants, University of Massachusetts Boston: 1979, 1981, 1982-1984, 1996-98.
  • William Lazonick

    William Lazonick

    September 2010 WILLIAM LAZONICK Center for Industrial Competitiveness University of Massachusetts Lowell One University Avenue, Lowell, MA 01854 Phone: 1 617 576-0880 Fax: 1 425 491-4964 Email: [email protected] Personal website: http://www.uml.edu/centers/CIC/lazonick.html Date and Place of Birth: June 8, 1945 at Toronto, Ontario, Canada Countries of Citizenship: USA, Canada Current Principal Academic Positions: Professor, University of Massachusetts Lowell, Department of Economics (1993-1997 Policy & Planning; 1997-2010 Regional Economic and Social Development) Director, Center for Industrial Competitiveness, University of Massachusetts Lowell Previous Principal Academic Positions: Research Professor, INSEAD 1996-2007 Professor of Economics, University of Tokyo 1996-1997 Professor of Economics, Barnard College, Columbia University 1985-1993 Research Fellow, Harvard Graduate School of Business Administration 1984-1986 Associate Professor of Economics, Harvard University 1980-1984 Assistant Professor of Economics, Harvard University 1975-1980 Academic Honors: Schumpeter Prize, International Schumpeter Society 2010 Honorary Doctor of Philosophy, Uppsala University 1991 President, Business History Conference 1990-1991 Visiting Member, Social Sciences, Institute for Advanced Study, Princeton 1989-1990 German Marshall Fund of the United States Research Fellow 1985-1986 Harvard-Newcomen Business History Research Fellow 1984-1985 Newcomen Award in Business History for the outstanding article in Business History Review in 1983 1984
  • President's Daily Diary Collection (Box 74) at the Gerald R

    President's Daily Diary Collection (Box 74) at the Gerald R

    Scanned from the President's Daily Diary Collection (Box 74) at the Gerald R. Ford Presidential Library THE WHITE HOUSE THE DAILY DIARY OF PRESIDENT GERALD R. FORD PLACE DAY BEGAN DATE (Mo., Day, Yr.) HYATT REGENCY HOUSE FEBRUARY 4 1975 ATLANTA, GEORGIA TIME DAY 7:55 a.m. TUESDAY PHONE - TIME ACTIVITY In Out The President was an,overIiight guest)(at the Hyatt Regency House, 265 Peachtree Street, Atlanta, Georgia. 8:00 The President went to the Tudor Ioom. 8:00 9:35 The President attended a working breakfast with newspaper editors, publishers, and broadcast executives. For a list of attendees, see APPENDIX "A.II 9:35 The President returned to his suite. 10:20 11:25 The President met with Ernest J.E. Griffes, Treasurer of Haxelhurst and Associates, consulting actuaries in Atlanta, Georgia. 11:31 The President went to his motorcade. 11:34 11:36 The President motored from the Hyatt Regency House to the Marriott Hotel, Courtland and Cain Street~, N.W. 11:36 1:25 The Fresident attended a luncheon for the 11th Annual Convention of the Opportunities Industrialization Centers. 11:36 The President was greeted by: Leon H. Sullivan, Founder of Opportunities Industrialization Center (OIC) and pastor of Zion Baptist Church, Philide~phia, Pennsylvania Maurice Dawkins, National Director of OIC Richard Stormont, Marriott Hotel General Manager The President, escorted by Mr. Sullivan and Mr. Dawkins, went to the Nation .fuf Brotherhood Room. The President met with headtcable guests. For a list of head table guests-i see APPENDIX liB." 11:56 The President went to the holding room.
  • Rising Corporate Concentration, Declining Trade Union Power, and the Growing Income Gap: American Prosperity in Historical Perspective Jordan Brennan

    Rising Corporate Concentration, Declining Trade Union Power, and the Growing Income Gap: American Prosperity in Historical Perspective Jordan Brennan

    Rising Corporate Concentration, Declining Trade Union Power, and the Growing Income Gap: American Prosperity in Historical Perspective Jordan Brennan February 2016 Rising Corporate Concentration, Declining Trade Union Power, and the Growing Income Gap: American Prosperity in Historical Perspective Jordan Brennan* March 2016 *Jordan Brennan is an economist with Unifor, Canada’s largest private sector labor union, and a research associate of the Canadian Centre for Policy Alternatives. E-mail: [email protected]. Website: www.jordanbrennan.org. Contents Executive Summary 2 Acknowledgments 4 List of Figures 5 Part I: Corporate Concentration, Secular Stagnation, and the Growing Income Gap 6 Part II: Labor Unions, Inflation, and the Making of an Inclusive Prosperity 24 Appendix 48 References 51 1 Executive Summary The rise of income inequality amidst the deceleration of GDP growth must rank as two of the most perplexing and challenging problems in contemporary American capitalism. Comparing 1935–80 with 1980–2013—that is, the Keynesian-inspired welfare regime and, later, neoliberal globalization—the average annual rate of GDP growth was more than halved and income inequality went from a postwar low in 1976 to a postwar high in 2012. How do we account for this double-sided phenomenon? The conventional explanations of secular stagnation and elevated inequality are inadequate, largely because mainstream (“neoclassical”) economics rejects the notion that the amassment and exercise of institutional power play a role in the normal functioning of markets and business. This analytical inadequacy has left important causal elements outside the purview of researchers, policymakers, and the public at large. This two-part analysis investigates some of the causes and consequences of income inequality and secular stagnation in the United States.
  • Dissenter in the Baptist Southland : Fifty Years in the Career of William

    Dissenter in the Baptist Southland : Fifty Years in the Career of William

    DUKE UNIVERSITY LIBRARY Digitized by the Internet Archive in 2013 http://archive.org/details/dissenterinbaptiOObrya DISSENTER IN THE BAPTIST SOUTHLAND ) William Wallace Finlator in action, chairing a public hearing of the North Car- olina Advisory Committee to the U.S. Civil Rights Commission in August 1977. (Photo by Images Unlimited, from the collection of G. McLeod Bryan. DISSENTER IN THE BAPTIST SOUTHLAND Fifty Years in the Career of William Wallace Finlator BY G. McLeod Bryan MERCER UNIVERSITY PRESS MP — ISBN D-flbSSM-17b-D Dissenter in the Baptist Southland Copyright © 1985 Mercer University Press, Macon GA 31207 All rights reserved Printed in the United States of America All books published by Mercer University Press are produced on acid-free paper that exceeds the minimum standards set by the National Historical Publications and Records Commission. Library of Congress Cataloging in Publication Data Bryan, G. McLeod. Dissenter in the Baptist southland. "Essays and articles by William Wallace Finlator": p. 185. Includes bibliographies and indexes. 1. Finlator, William Wallace, 1913- 2. Baptists—North Carolina—Clergy—Biography. 3. Southern Baptist Convention—North Carolina Clergy—Biography. 4. North Carolina—Biography. 5. Church and social problems—United States. I. Title. BX6495.F46B78 1985 286'.132'0924 [B] 85-13752 ISBN 0-86554-176-0 (alk. paper) 1 4*5 CONTENTS A FINLATOR CHRONOLOGY ix FOREWORD xiii PREFACE xv ACKNOWLEDGMENTS xix Chapter One DEVELOPING A POLITICAL THEOLOGY 1 Chapter Two ENJOYING CONTROVERSY 33 Chapter Three CULTIVATING THE PRESS AND LABOR 65 Chapter Four FIGHTING RACISM 93 Chapter Five MAKING PEACE 123 Chapter Six SEPARATING CHURCH AND STATE 149 vi G.
  • Narratives of Interiority: Black Lives in the U.S. Capital, 1919 - 1942

    Narratives of Interiority: Black Lives in the U.S. Capital, 1919 - 1942

    City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 5-2015 Narratives of Interiority: Black Lives in the U.S. Capital, 1919 - 1942 Paula C. Austin Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/843 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] NARRATIVES OF INTERIORITY: BLACK LIVES IN THE U.S. CAPITAL, 1919 – 1942 by PAULA C. AUSTIN A dissertation submitted to the Graduate Faculty in History in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2015 ©2015 Paula C. Austin All Rights Reserved ii This manuscript has been read and accepted for the Graduate Faculty in History in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. ________________ ____________________________ Date Herman L. Bennett, Chair of Examining Committee ________________ _____________________________ Date Helena Rosenblatt, Executive Office Gunja SenGupta Clarence Taylor Robert Reid Pharr Michele Mitchell Supervisory Committee THE CITY UNIVERSITY OF NEW YORK iii Abstract NARRATIVES OF INTERIORITY: BLACK LIVES IN THE U.S. CAPITAL, 1919 – 1942 by PAULA C. AUSTIN Advisor: Professor Herman L. Bennett This dissertation constructs a social and intellectual history of poor and working class African Americans in the interwar period in Washington, D.C. Although the advent of social history shifted scholarly emphasis onto the “ninety-nine percent,” many scholars have framed black history as the story of either the educated, uplifted and accomplished elite, or of a culturally depressed monolithic urban mass in need of the alleviation of structural obstacles to advancement.
  • 134TH COMMENCEMENT James E

    134TH COMMENCEMENT James E

    134 th Commencement MAY 2021 Welcome Dear Temple graduates, Congratulations! Today is a day of celebration for you and all those who have supported you in your Temple journey. I couldn’t be more proud of the diverse and driven students who are graduating this spring. Congratulations to all of you, to your families and to our dedicated faculty and academic advisors who had the pleasure of educating and championing you. If Temple’s founder Russell Conwell were alive to see your collective achievements today, he’d be thrilled and amazed. In 1884, he planted the seeds that have grown and matured into one of this nation’s great urban research universities. Now it’s your turn to put your own ideas and dreams in motion. Even if you experience hardships or disappointments, remember the motto Conwell left us: Perseverantia Vincit, Perseverance Conquers. We have faith that you will succeed. Thank you so much for calling Temple your academic home. While I trust you’ll go far, remember that you will always be part of the Cherry and White. Plan to come back home often. Sincerely, Richard M. Englert President UPDATED: 05/07/2021 Contents The Officers and the Board of Trustees ............................................2 Candidates for Degrees James E. Beasley School of Law ....................................................3 Esther Boyer College of Music and Dance .....................................7 College of Education and Human Development ...........................11 College of Engineering ...............................................................
  • VOTING RIGHTS and ECONOMICS in the AMERICAN SOUTH Gavin Wright Stanford University April 2016 [Preliminary: Do Not Quote]

    VOTING RIGHTS and ECONOMICS in the AMERICAN SOUTH Gavin Wright Stanford University April 2016 [Preliminary: Do Not Quote]

    0 VOTING RIGHTS AND ECONOMICS IN THE AMERICAN SOUTH Gavin Wright Stanford University April 2016 [Preliminary: Do not quote] 1 The Voting Rights Act of 1965 revolutionized black political participation in the American South. Black voter registration rates jumped almost overnight in targeted areas and were soon comparable to national norms. The rise in black elected officials was longer and slower in coming, requiring extensive litigation to overcome “vote dilution” tactics on the part of white politicians. Subsequently the number of black elected in the South continued to rise throughout the 1980s and 1990s, nearly doubling the non-South by the end of the century. Small wonder that the Act has been hailed as the most successful Civil Rights law in history.1 In Sharing the Prize, I showed that enhanced political participation was not just of moral and symbolic value but also contributed positively to the economic wellbeing of black southerners and the South as a whole. The most immediate gains were in municipalities and counties, where post-VRA surveys found more paved roads and street-lights in black residential areas, better access to city and county services, and increased black hires into public-sector jobs, including police and firemen. But advances were also observable at the state level, even though blacks were not close to a voting majority in any southern state. Economists Elizabeth Cascio and Ebonya Washington show that the VRA’s elimination of literacy tests in 1965 was systematically associated with greater increases in state transfers to counties with higher black population shares. The shift in state resource allocation was also associated with higher voter turnout but occurred well before any major black representation in state government.
  • The Genealogy of Walter Gilbert

    The Genealogy of Walter Gilbert

    The Genealogy of John Bowne Hannah Feake INTERNET: http://www.otal.umd.edu/~walt/gen/htmfile/590.htm 590–591. John Bowne was born in Matlock, Derbyshire, England, on Wednesday, May 9, 1627, and died in Flushing, Long Island, New York, on December 20, 1695. Hannah Feake was born in Watertown, Middlesex, Massachusetts, in June, 1637, and died in London, England, on January 31, 1677/8. They were married in Flushing on Wednesday, May 7, 1656. She took the name Hannah Bowne. He is the son of Thomas Bowne. She is the daughter of Robert and Elizabeth (Fones) Feake. They had eight children: i. John Bowne was born in Flushing on March 13, 1656/7, and died in Flushing on August 30, 1673. ii. Elizabeth Bowne was born in Flushing on October 8, 1658. She married first John Priar and second Samuel Titus, son of Edmund and Martha (Washborne) Titus. iii. Mary Bowne was born in Flushing on January 6, 1660/1. iv. Abigail Bowne [#295]: She was born in Flushing on February 5, 1662/3, and died in _____ on June 16, 1688. v. Hannah Bowne was born in Flushing on April 10, 1665. She married Benjamin Field in 1691. vi. Samuel Bowne was born in Flushing on September 21, 1667. He married first Mary Beckit on October 4, 1691, in Falls of Delaware; they had ten children: Samuel, Thomas, Esther, Hannah, John, Mary, Robert, William, Elizabeth, and Benjamin. He married second Hannah Smith on December 8, 1709, in Flushing; they had five children: Sarah, Joseph, Emy, Benjamin, and Elizabeth.
  • The Democracy Principle in State Constitutions

    The Democracy Principle in State Constitutions

    Columbia Law School Scholarship Archive Faculty Scholarship Faculty Publications 2021 The Democracy Principle in State Constitutions Jessica Bulman-Pozen Columbia Law School, [email protected] Miriam Seifter University of Wisconsin Law School, [email protected] Follow this and additional works at: https://scholarship.law.columbia.edu/faculty_scholarship Part of the Constitutional Law Commons, Election Law Commons, Law and Politics Commons, Legislation Commons, and the State and Local Government Law Commons Recommended Citation Jessica Bulman-Pozen & Miriam Seifter, The Democracy Principle in State Constitutions, 119 MICH. L. REV. 859 (2021). Available at: https://scholarship.law.columbia.edu/faculty_scholarship/2654 This Article is brought to you for free and open access by the Faculty Publications at Scholarship Archive. It has been accepted for inclusion in Faculty Scholarship by an authorized administrator of Scholarship Archive. For more information, please contact [email protected]. THE DEMOCRACY PRINCIPLE IN STATE CONSTITUTIONS Jessica Bulman-Pozen*& Miriam Seifter** In recent years, antidemocratic behavior has rippled across the nation. Lame- duck state legislatures have stripped popularly elected governors of their pow- ers; extreme partisan gerrymanders have warped representative institutions; state officials have nullified popularly adopted initiatives. The federal Consti- tution offers few resources to address these problems, and ballot-box solutions cannot work when antidemocratic actions undermine elections themselves. Commentators increasingly decry the rule of the many by the few. This Article argues that a vital response has been neglected. State constitu- tions embody a deep commitment to democracy. Unlike the federal Constitu- tion, they were drafted—and have been repeatedly rewritten and amended— to empower popular majorities.
  • The Puritan Dilemma

    The Puritan Dilemma

    Library of American Biography / EDITED BY OSCAR HANDLIN 6/|l Edmund S. Morgan The Puritan Dilemma The Story ofJohn Winthrop Morgan The Puritan dilemma 3 !39 - , <, DEC 2 1974 PROSPECT FEB 2 6 1386/27-tf-t ilffiOCT 1 NOV : , -APR 171996 Edmund S. Morgan Tke Puritan Dilemma The Story of Jonn Wintnrop ^5^ ited by Ostcar Hand/in Little, Brown and Company Boston * Toronto COPYRIGHT, , 1958, BY EDMUND S. MORGAN ALL RIGHTS RESERVED. NO PART OF THIS BOOK MAY BE REPRO- DUCED IN ANY FORM WITHOUT PERMISSION IN WRITING FROM THE PUBLISHER, EXCEPT BY A REVIEWER WHO MAY QUOTE BRIEF PAS- SAGES IN A REVIEW TO BE PRINTED IN A MAGAZINE OR NEWSPAPER. LIBRARY OF CONGRESS CATALOG CARD NO. 58-6029 First Paperbac^ Printing Published simultaneously in Canada by Little, Brown & Company {Canada} Limited PRINTED IN THE UNITED STATES OF AMERICA For my mother Editor's Prerace FROM its first discovery, the emptiness of the New World made it the field for social experiment. Euro- peans, crowded in by their seeming lack of space and by a rigid social order, looked with longing across the ocean where space and opportunity abounded. Time and again, men critical of their own society hoped by migration to find the scope for working out their visions of a better order. Yet, in the actual coming, as likely as not, they en- countered the standing quandary of the revolutionary. They had themselves been rebels in order to put into prac- tice their ideas of a new society. But to do so they had to restrain the rebellion of others.
  • Lessons on Political Speech, Academic Freedom, and University Governance from the New North Carolina

    Lessons on Political Speech, Academic Freedom, and University Governance from the New North Carolina

    LESSONS ON POLITICAL SPEECH, ACADEMIC FREEDOM, AND UNIVERSITY GOVERNANCE FROM THE NEW NORTH CAROLINA * Gene Nichol Things don’t always turn out the way we anticipate. Almost two decades ago, I came to the University of North Carolina at Chapel Hill (UNC) after a long stint as dean of the law school in Boulder, Colorado. I was enthusiastic about UNC for two reasons. First, I’m a southerner by blood, culture, and temperament. And, for a lot of us, the state of North Carolina had long been regarded as a leading edge, perhaps the leading edge, of progressivism in the American South. To be sure, Carolina’s progressive habits were often timid and halting, and usually exceedingly modest.1 Still, the Tar Heel State was decidedly not to be confused with Mississippi, Alabama, South Carolina, or my home country, Texas. Frank Porter Graham, Terry Sanford, Bill Friday, Ella Baker, and Julius Chambers had cast a long and ennobling shadow. Second, I have a thing for the University of North Carolina itself. Quite intentionally, I’ve spent my entire academic career–as student, professor, dean, and president–at public universities. I have nothing against the privates. But it has always seemed to me that the crucial democratizing aspirations of higher education in the United States are played out, almost fully, in our great and often ambitious state institutions. And though they have their challenges, the mission of public higher education is a near-perfect one: to bring the illumination and opportunity offered by the lamp of learning to all. Black and white, male and female, rich and poor, rural and urban, high and low, newly arrived and ancient pedigreed–all can, the theory goes, deploy education’s prospects to make the promises of egalitarian democracy real.