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A Historical Case Study of School Desegregation and Resegregation in Las Vegas, Nevada, 1968-2008

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A Historical Case Study of School Desegregation and Resegregation in Las Vegas, Nevada, 1968-2008 UNLV Theses, Dissertations, Professional Papers, and Capstones 12-1-2012 A Historical Case Study of School Desegregation and Resegregation in Las Vegas, Nevada, 1968-2008 Felicia Forletta University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/thesesdissertations Part of the African American Studies Commons, Educational Leadership Commons, and the Education Policy Commons Repository Citation Forletta, Felicia, "A Historical Case Study of School Desegregation and Resegregation in Las Vegas, Nevada, 1968-2008" (2012). UNLV Theses, Dissertations, Professional Papers, and Capstones. 1736. http://dx.doi.org/10.34917/4332717 This Dissertation is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. This Dissertation has been accepted for inclusion in UNLV Theses, Dissertations, Professional Papers, and Capstones by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. A HISTORICAL CASE STUDY OF SCHOOL DESEGREGATION AND RESEGREGATION IN LAS VEGAS, NEVADA, 1968 – 2008 by Felicia Marie Forletta Bachelor of Arts University of Detroit, Mercy 2005 Master of Education University of Detroit, Mercy 2007 A dissertation submitted in partial fulfillment of the requirements for the Doctor of Education in Educational Leadership Department of Educational Leadership College of Education The Graduate College University of Nevada, Las Vegas December 2012 THE GRADUATE COLLEGE We recommend the dissertation prepared under our supervision by Felicia Forletta entitled A Historical Case Study of School Desegregation and Resegregation in Las Vegas, Nevada 1968-2008 be accepted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership Department of Educational Leadership Sonya Horsford, Ed.D., Committee Chair Edith Rusch, Ph.D., Committee Member Robert McCord, Ed.D., Committee Member Todd Robinson, Ph.D., Graduate College Representative Tom Piechota, Ph.D., Interim Vice President for Research & Dean of the Graduate College December 2012 ii ABSTRACT A Historical Case Study of School Desegregation and Resegregation in Las Vegas, Nevada, 1968 – 2008 by Felicia Marie Forletta Sonya Douglass Horsford, Ed.D., Examination Committee Chair Senior Resident Scholar of Education University of Nevada, Las Vegas The purpose of this study was to document and examine the perspectives of members of a historically African American community located in Las Vegas, Nevada (historic West Las Vegas) concerning equal education and school desegregation and resegregation in the Clark County School District from 1968 to 2008. Using historical case study methods, this study sought to provide a historical description and analysis of the social, political, and cultural contexts that shaped decades of school desegregation and resegregation in this historically African American community. Data sources included: legal cases and court documents; archived news, newsletters, newspaper and magazine articles; (3) Clark County School District documents such as school board meeting minutes, district reports and plans to include the Sixth Grade Center Plan of Integration and Prime 6 Plan; and archived oral histories. The questions that guided this study were: In what ways did West Las Vegas community stakeholders' perspectives vary in terms of equal education and how did these variations shape school policy? How did iii the Clark County School District (CCSD) respond to West Las Vegas community stakeholders' concerns for equal education? What modifications did CCSD propose or implement to remedy West Las Vegas community stakeholders’ concerns regarding educational inequality? How does the historical evidence illustrate an interest in the return to neighborhood schools among West Las Vegas stakeholders? This study answers these questions by telling the story of school desegregation and resegregation in Las Vegas and why education leaders and community stakeholders continue to grapple with identifying and implementing the best strategies to ensure an equal, high-quality education for all students. iv ACKNOWLEDGMENTS There are many people who inspired me and contributed to this dissertation in many ways. First, I would like to extend my personal thanks and appreciation to my exceptional dissertation committee: Drs. Sonya Horsford, Robert McCord, Todd Robinson, and Edith Rusch. As the economy started spiraling downward and the state suffered the worst budget deficit in its history, the UNLV Board of Regents decided to eliminate the Department of Educational Leadership – the home of my doctoral program. My professors worked tirelessly, preparing reports and documents in support of keeping the program. They attended board meetings, rallies, protests in support of our program; but to no avail, the program was slated for elimination. Despite these challenges, the educational leadership faculty remained dedicated to their doctorial students. They worked tirelessly to expedite our IRB paperwork. They worked closely with me to prepare a solid dissertation proposal, despite our abbreviated timeline - never giving up on me and what I was capable of accomplishing. Words will never express my true gratitude, but I must say, “Thank you!” Thank you for your continual support and encouragement throughout this dissertation process. Thank you for believing in me when I stopped believing in myself. Thank you for encouraging me to continue the fight when I was considering waving the white flag. Thank you! A special “Thank you” to my dissertation chair for answering all my annoying phone calls, for replying to my numerous emails, and responding to all my text messages. I tremendously appreciated the wise academic counsel, detailed comments, and suggestions on my dissertation. You are an amazing woman. The v University of Nevada, Las Vegas eliminated a stellar program with an amazingly dedicated faculty. In addition, I would like to extend warm heartfelt thanks to my colleague Sarah Miller for her advice, suggestions, and over all help with making this dissertation a success. We worked together for five years but only in these last two months have I realized her true gift to this world. Thank you for sharing your gift with me. I would like to also acknowledge my children, Brittany and Jasmine, for their love, support, and encouragement. Their patience and understanding with me when I wasn’t cooking or cleaning because this dissertation had consumed my life. Thank you. Thank you giving me a pass when I would not stop working to spend time with you. I would like to thank my father, Gregory, for allowing me to intrude in his space when I needed a place to go to work in peace. Thank you, Daddy, for catering to my needs; cooking for me and cleaning up behind me. Most importantly, keeping me on track and focused with every, “Aren’t you suppose to be working on your dissertation?” Thank you. Finally, I would like to acknowledge and thank my Bridger Middle School work family. Every day at lunch, they would check on the progress of my dissertation. This added pressure encouraged me to keep working. I did not want to come to work with no news to report. Thank you for your prayers. Thank you for being a positive influence in my life. I appreciate you. To my grandmother, parents, aunts, uncles, cousins, and friends, thank you. You have walked this path with me and encouraged me. No matter how small or big the gesture, I am grateful. vi TABLE OF CONTENTS ABSTRACT ....................................................................................................................... iii ACKNOWLEDGMENTS .................................................................................................. v CHAPTER 1 INTRODUCTION ...................................................................................... 1 Research Questions and Methodology.................................................................... 5 Data Collection ....................................................................................................... 9 Data Analysis ........................................................................................................ 10 Definitions............................................................................................................. 14 CHAPTER 2 BACKGROUND AND RELATED LITERATURE................................ 17 Introduction ........................................................................................................... 17 School Desegregation in the United States .......................................................... 18 Charlotte-Mecklenburg, North Carolina: Swann v. Charlotte-Mecklenburg........ 29 Caswell County, North Carolina ........................................................................... 33 Milwaukee, Wisconsin: Reinterpreting Brown ..................................................... 37 New York City, New York: The Harlem Nine ..................................................... 41 Boston, Massachusetts: Antibusing .....................................................................
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