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© 2012 Perzavia T. Praylow © 2012 Perzavia T. Praylow RE/MAKING MEN AND WOMEN FOR THE RACE: COEDUCATION, RESPECTABILITY AND BLACK STUDENT LEADERSHIP AT FISK UNIVERSITY, 1924-1970 BY PERZAVIA T. PRAYLOW DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History in the Graduate College of the University of Illinois at Urbana-Champaign, 2012 Urbana, Illinois Doctoral Committee: Professor David Roediger, Co-Chair Professor James Anderson, Co-Chair Associate Professor Teresa Barnes Associate Professor Erik McDuffie ii ABSTRACT This dissertation analyzes the relationship between student self-determination, the existence of competing ideologies of respectable race leadership and the transformation of coeducation at Fisk University between the 1924 and 1970. Throughout, a major focus of this dissertation is to trace how ideologies of race leadership were transformed by student dissent at Fisk. As a result, this research is concerned with analyzing students’ redefinition and negotiation of race leadership at the college. Throughout, the author asserts that Fisk students used self- determination in order to transform models of race leadership at the college. Specifically, this manuscript provides a critical interrogation of the influence of New Negro, civil rights and Black Power philosophies on the self-determination of students and their notion of what constituted respectable race leadership between 1924 and 1970. This research is more than just a history of student dissent. “Re/Making Men and Women for the Race: Coeducation, Respectability and Black Student Leadership at Fisk University, 1924-1970,” in addition, highlights the complicated and contested meaning given to the historic and contemporary role played by Black colleges in preparing students for race leadership in the African American community. Student dissent at Fisk posed a major challenge to the organization and governance of academic and student affairs at the college. The Fisk student strike of 1924, the Civil Rights and Black Power protests of the 1960’s and other examples of student self-determination created an alternative model of race leadership espoused by Fisk men and women. Throughout the history of the institution, students adopted a model of race leadership that stressed autonomy and a belief in Black people’s ability as professionals and as race leaders to advocate social equality on behalf of their community. iii In memory of my grandmother, Gertrude Ford, and to my mother, Gertrude Praylow iv ACKNOWLEDGEMENTS The final completion of this dissertation manuscript titled, "Re/Making Men and Women for the Race: Coeducation, Respectability and Black Student Leadership at Fisk University, 1924-1970," was nurtured by a supportive and caring community of academic colleagues, my family, members of the Church Of The Living God in Champaign, IL and friends. Without their encouraging words, critical advice (both academic and personal) and unyielding belief in my potential, this manuscript would not have been completed. My matriculation through the academy from a graduate of the Jersey City Public Schools System (high school diploma in 1998), undergraduate student at Drew University (BA in 2002), through my graduate career at the University of Illinois (MA in Education Policy in 2005, MA in History in 2009 and Ph.D. in History 2012) to an Assistant Professor of American History at Augusta State University (starting Fall 2012) has been guided by a generous group of teachers and historians who inspired me towards completion of this dissertation. First, I would like to thank my high school math teacher and track and field coach, Mrs. Mary Kennedy. Mrs. Kennedy, thank you for supporting all of my educational endeavors since my time as a student at James J. Ferris High School. I would also like to acknowledge Mr. Anthony Tillman and Ms. Twannah Ellington for serving as my academic counselors through the Drew University Educational Opportunity Scholars Program. Thank you both for your work in equipping me with the academic and social tools that I needed to navigate my studies at Drew. I wish to thank my undergraduate mentor and advisor Dr. Lillie Johnson Edwards who began this journey with me thirteen years ago during the Spring semester of 1999 when I in enrolled in her undergraduate survey course -- HST 16 - African American History Since 1877. Dr. Edwards words cannot express my debt of gratitude for your insightful advice on navigating my v educational, research and faculty career. Many thanks as well to your family for their encouragement. Third, I wish to thank my dissertation committee for their patience and support in getting me through the many hurdles of the Ph.D. process. For helping me to reach the finish line I wish to acknowledge Drs. James D. Anderson, David Roediger, Terri Barnes and Erik McDuffie. I wish to thank Dr. Anderson whose research and career in the field of African American educational history has profoundly impacted my development as a scholar and a researcher. Thank you for guiding both my master’s thesis research and Ph.D. dissertation. Thanks also for wisely suggesting that I research the history of coeducation at Fisk University as an ideal study. Also, I would like to thank Dr. Roediger, who in addition to being my co-advisor, hired me as a research assistant in support of his work on whiteness studies through The Center on Democracy in a Multiracial Society at The University of Illinois. I appreciate your strategic advice in helping me to navigate the administrative logistics of the doctoral program in History at Illinois. Dr. Barnes, thank you for agreeing to be a reader on my committee and the insightful feedback and conversations you shared on gender and respectability. Finally, to Dr. McDuffie, I am glad to finally say to you that I’m done. Thank you for constantly checking in with me about my writing progress and for always being a sounding board on writing the history of Black women’s activism. Also, I am one of many Black woman scholars who represent a new generation of intellectuals and researchers who have graduated from the University of Illinois, Urbana- Champaign over the last ten years. I wish to thank Drs. Ra’Quel Shavers, Ceran Donahoo, Carmen Thompson, Raina Dyer, Ezella McPherson, Zakiah Sober and many others for sharing in this important journey with me. vi Further, as the newest degreed Ph.D. member of the National Association of Black Women Historians, I wish to thank a growing network of Black women historians whose work and scholarship in and outside of the academy have sustained me throughout my graduate studies. Specifically, I wish to thank Dr. Darlene Clark-Hine, Dr. Deborah Grey-White, Dr. Lillie Johnson-Edwards, Dr. Evelyn Brooks Higginbotham, Dr. Stephanie Evans, and many others. In memory of my grandmother Gertrude Ford, to my mother Gertrude Linda Praylow, to my father Curtis Harris and to my extended family in New Jersey, thank you each for your patience during my long sojourn from the B.A. to the Ph.D. Thank you for loving me enough to give me the space to be the scholar, researcher, educator and minister that God has purposed me to be. I look forward to being home more often now that I have completed this important phase of my journey. I love you all. Especially to my mother Gertrude Linda Praylow thanks for your unyielding sacrifice and for always providing for me. Thank you for supporting my passion for education and learning. Most importantly, thank you for teaching me that I could accomplish whatever goal toward which I set my mind. I love you more than you will ever know. I wish to acknowledge, as well, my spiritual family at The Church of The Living God in Champaign, IL where the Bishop Lloyd E. Gwin is pastor. The Church of The Living God has been my home away from home since my arrival in Champaign, IL nine years ago in 2003. I appreciate the entire church for supporting and encouraging me through my graduate career at the University of Illinois. Also, thank you all for your love, support and for helping to me to nurture my many ministerial gifts and “callings” from God. To the ministerial council at The Church of The Living God, it has been a joy serving in ministry with each of you. And to the volunteers and the fifty dancers of The Youth Total Praise Dance Ministry, you each have vii brought so much joy to my life. Girls as you grow older, graduate from high school and go on to college; I am expecting great things from each of you. The best is yet to come. Keep on praising God through the art of dance. Specifically, to Bishop Lloyd and Mother Mary Gwin, I simply don’t have the words to thank you for being my Pastor and first lady and spiritual parents. It’s been a great journey serving under you in the body of Christ at The Church of The Living God. Thank for the countless opportunities to serve in ministry and for being open to the ever changing evolution of my call to ordained ministry in the Christian church. Most importantly, thank you for bestowing upon me the greatest honor by treating me as a member of your family. I’ve been truly blessed by the opportunity to share so many holidays and church conferences with the both of you and your family. (Any who can forget all of the great food, fellowship and fun at Aunti Leah’s house.) I will never forget the first assembly that I helped to coordinate which met in New Jersey. I will also never forget our church assembly in Florida and our visit to Disney World. Thank you for helping to nurture my faith in God and for helping me to stand on the realization that no “eye has seen nor ear has head” what God has planned for me.
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