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A Historical Study of Susie G Susie G. Gibson High School: A History of the Last Segregated School in Bedford County, Virginia Tracy Bryant Richardson Dissertation submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership and Policy Studies N. Wayne Tripp, Committee Chair James R. Craig Carol M. Swain Travis W. Twiford January 27, 2012 Blacksburg, Virginia Keywords: Blacks, County Training Schools, Freedmen, Freedom of Choice, Gatekeeper, Industrial Education, Integration, Jeanes Fund, Northern Philanthropists, Segregation Susie G. Gibson High School: A History of the Last Segregated School in Bedford County, Virginia Tracy Bryant Richardson ABSTRACT The purpose of this study was to document the history of Susie G. Gibson High School from its opening in 1954 to its closure in 1970. The researcher documented and described the establishment, operation, and closure of the school. The study includes a description of how Bedford County transitioned from a dual system of segregated education to a single school system for students of all races and how Susie G. Gibson High School was converted for use as a vocational school as it still functions today. Historical research methods were used to collect data and describe the education of Black students who attended the Susie G. Gibson High School. The evidence for the study consists of primary and secondary sources. This evidence includes written records, archives, manuscripts, maps and documents, but also artifacts (Williams, 2007, p.11). The researcher conducted in- depth interviews with students, school employees, and community members who were involved with the school. Minutes of school board meetings and other contemporary records were utilized as well. Studies by Bonner (1939) and Harrell (1951) and histories by other authors were used as secondary sources for historical context. Susie G. Gibson High School opened in the fall of 1954. It was a much anticipated event because it was the first new high school for Blacks in Bedford County, Virginia. Susie G. Gibson High School replaced the much smaller Bedford Training School that began as an elementary school, but which provided some secondary schooling after 1930. The opening of the school was a culmination of negotiations between the Black community and the Bedford County School Board. The school was the pride of the Black community for over a decade and a half. Susie G. Gibson High School changed to a vocational school in 1970 when the U. S. Department of Health, Education, and Welfare (HEW) ordered Bedford County to fully integrate its school system. iii DEDICATION This study is dedicated to the memory of my grandmother, Susan Bryant Williams. She reared me and was my angel on Earth fo r many years. Now she watches over me from above. She walked three miles one way to attend the Everett School in Forest, Virginia for as long as she could. Although her educational opportunities were limited, she was one of the smartest and most resourceful people that I will ever know. I learned so much when she “thought I wasn’t looking.” iv ACKNOWLEDGMENTS The completion of this study was made possible because of many people. To my husband and friend Alex, this cost us a lot but not everything. Thank you for all you did to make this dream a reality. You have supported me like only you can. To my daughters, Alexandra and Alannah, you inspire me. I am cognizant of all of the sacrifices that came at your expense. I appreciate you taking what was left of me and never complaining. From my beginning to now, I hope you have seen the value of an education and that anything is possible. I am passing the torch to you and know that you will keep it moving. To the Bryant family of Goode, Virginia, I am proud to be one of you. To my mom, Verna Bryant, I am grateful for all of the difficult choices you made and for planting me in a place where I could bloom. Thank you Uncle Roy for helping me to realize the opportunities that I had that our Black and Native American ancestors did not. I am thankful to Todd, for teaching me to put the sugar in the beans, for filling in the gaps, and for bringing Fay to my life. To my other aunts, uncles and cousins, I love you all more than you know. Dr. Tripp, you have been an astounding advisor and committee chairperson. I thank you for caring about me as a student and a person. I appreciate all of the feedback and encouragement. Undoubtedly, I could not have completed the journey without your assistance and I will be forever indebted to you. I owe you a lot of blue pens. To my other committee members, Dr. Craig, Dr. Swain and Dr. Twiford, thank you for being a part of this study. Dr. Craig, thank you for encouraging me and scrutinizing my paper. Your attention to detail is impressive. Happy Trails! To Dr. Swain, your free time is so rare and valuable and I thank you for sharing a bit of it with me. You have soared from your humble Bedford County beginnings and your story is motivational. Dr. Twiford, I appreciate your historical background and the fact that you did not completely retire. To Louise Bonds and Jennifer Thomson, from the Bedford City-County Museum, your assistance was priceless. I am obliged to you for your genuine excitement and enthusiasm for this project. I am especially appreciative of the unsolicited assistance you gave me when you came across information that you thought would be helpful. To Bruce Obenhaus from the Virginia Tech library, thank you for your quick responses and cheerful assistance. To Karen Foutz, at the Bedford County School Board office, thank you for always being so kind and willing to assist. v To my colleagues at Monelison Middle School and my former co-workers at Jefferson Forest High School, I appreciate your patience, encouragement and support. Regina Phillips, you are more than an assistant. To my church family at the St. Paul Baptist Church in Forest, Virginia; you have been wonderful cheerleaders. Thank you to all who agreed to be interviewed. Every person that I contacted eagerly accepted my request to share their recollections. Your information is truly the heart and soul of this dissertation. Talking to you and learning from you was the pinnacle of the long journey. To Gail Jones Harris and Jerald Lowry, a special thank you for the pictures. Last but not least, to God be the glory for the great things He has done. On this long journey, my biggest lesson was learning that there is nothing too hard for God. vi TABLE OF CONTENTS ABSTRACT ................................................................................................................................. ii DEDICATION............................................................................................................................. iii ACKNOWLEDGMENTS .......................................................................................................... iv CHAPTER 1 INTRODUCTION TO THE STUDY .................................................................. 1 PURPOSE OF THE STUDY ............................................................................................................... 1 RESEARCH QUESTIONS ................................................................................................................. 2 NEED FOR THE PROPOSED STUDY ................................................................................................. 2 LIMITATIONS AND DELIMITATIONS .............................................................................................. 3 DEFINITIONS OF TERMS ................................................................................................................ 4 ORGANIZATION OF THE STUDY..................................................................................................... 5 CHAPTER 2 METHODOLOGY ................................................................................................ 7 PARTICIPANT SELECTION ............................................................................................................. 7 INSTRUMENTATION ...................................................................................................................... 9 INSTITUTIONAL REVIEW BOARD APPROVAL .............................................................................. 11 INTERVIEW PROCEDURES ........................................................................................................... 11 TRANSCRIBING AND CODING ...................................................................................................... 12 CHAPTER 3 BEDFORD COUNTY, VIRGINIA .................................................................... 14 EARLY HISTORY OF BEDFORD COUNTY ..................................................................................... 14 GROWTH OF THE COUNTY .......................................................................................................... 15 THE VILLAGES OF BEDFORD COUNTY ........................................................................................ 18 CHAPTER 4 EARLY EDUCATION IN VIRGINIA .............................................................. 20 COLONIAL BEGINNINGS OF EDUCATION ..................................................................................... 20 EARLY EDUCATION IN VIRGINIA ................................................................................................ 20 EARLY EDUCATION IN BEDFORD COUNTY ................................................................................
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