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Micn^Ilms International 300 N INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1. The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. 2. When an image on the film is obliterated with a round black mark it is an indication that the film inspector noticed either blurred copy because of movement during exposure, or duplicate copy. Unless we meant to delete copyrighted materials that should not have been filmed, you will find a good image of the page in the adjacent frame. If copyrighted materials were deleted you will find a target note listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photo­ graphed the photographer has followed a definite method in “sectioning” the material. It is customary to begin filming at the upper left hand corner of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete. 4. For any illustrations that cannot be reproduced satisfactorily by xerography, photographic prints can be purchased at additional cost and tipped into your xerographic copy. Requests can be made to our Dissertations Customer Services Department. 5. Some pages in any docum ent may have indistinct print. In all cases we have filmed the best available copy. Universi^ Micn^ilms International 300 N. ZEEB RD„ ANN ARBOR, Ml 48106 8215911 LeSure, Lessie Lois Fowler WULA A. STRONG: AN HISTORICAL STUDY OF BLACK EDUCATION IN SOUTHEASTERN OKLAHOMA The University of Oklahoma Ed.D. 1982 University Microfilms Internstionei 300N.ZeebRœd.AmAibor,MI 48106 Copyright 1982 by LeSure, Lessie Lois Fowler All Rights Reserved THE UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE WILLA A. STRONG: AN HISTORICAL STUDY OF BLACK EDUCATION IN SOUTHEASTERN OKLAHOMA A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillm ent of the requirements for the d e g re e o f DOCTOR OF EDUCATION BY LESSIE LOIS FOWLER LeSURE Norman, Oklahoma 1982 WILLA A. STRONG: AN HISTORICAL STUDY OF BLACK EDUCATION IN SOUTHEASTERN OKLAHOMA APPROVED BY DISSERTATION COMMITTEE TITLE: WILLA A. STRONG: AN HISTORICAL STUDY OF BLACK EDUCATION IN SOUTHEASTERN OKLAHOMA BY: Lessie Lois Fowler LeSure MAJOR PROFESSOR: George Henderson, Ph. D. This study delineates the history, the background and unique problems of Wllla A. Str mg, a Black female school admlnlstrator-edu- cator during the separate school era. Particular attention Is given to the techniques and strategies used by this administrator to: I) activate and maintain a relevant and meaningful curriculum, 2) promote a positive, humanistic and productive learning environment and 3) maintain an exemplary educational Institution. Primary sources Include Interviews with Individuals who knew Miss Strong as well as school records and reports. While much of the data was destroyed during the transition from separate schools to desegregated schools, the researcher was able to report the climate characterizing Black education during Wllla Strong's tenure as a teacher and as a principal. Secondary sources Include literature focusing on Blacks In Oklahoma and other areas. This study questions the notion that all-Black schools were Inadequate, poorly managed, lacking In educational standards and In general Inferior. When viewed within the legal and social restraints of separate but equal education the roles and functions of Black edu­ cators merit closer attention. DEDICATION 'Dais study is dedicated to: Clara Estell Fowler, who instilled in me a quest for me to love learning, Paralee Fowler, vho encouraged me, supported me, shaped my life and gave me the opportunity to develop, Oran Fowler, vho taught me boldness and the courage to speak out, Joe Vender Pleasant, who as a legend in his own time, tau^at me persevance and the w ill to work in oi*der to achieve, Dairyl Bernard and Karlos Antonio LeSure whom I trust will take pride.in their heritage, be further inspired to fulfill their greatest desires and pass i t on I AŒNaVLEDGElIENr The writer gratefully acknowledges the assistance of Ruth J. Strong and Thelma Lawson Anderson for the use of documents, personal papers, unlimited interviews and cooperation; Wade Watts for making available infor­ mation, various L'Ouverture alumni for interviews, and to the countless others vho provided words of encouragement. Sincere gratitude is expressed to members of the doctoral conmittee; Dr. George Henderson, who patiently guided, directed, and encouraged this study; Dr. Robert Bibens, Dr. John Pulliam, Dr. Charles Butler and Dr. Judith Katz. The writer also wishes to acknowledge the understanding, eipathy and tolerance of her sons, Darryl and Karlos LeSure; her coharts: Dr. Mary C. Moon, Dr. Worth J. Hadley, Janis Mitchell, Nedella Foster and Raymond Mitchell for their continual inspiration, the Holy Tenple Baptist Church family for their moral and spiritual support and the patience and perservance of Jeanne Redd, who labored throu^ the typing of this manuscript. Finally, thank God for the courage to endeavor this task. 1 . TABIÆ) OF aX ’TmjTS AOOOïIEDGEîvlENT................................................................. i . C h apter I. iNnaDücrioN .......................................... i Brief Historical Overview . 4 Problems of Black Wanen ................................................. 21 Statement of The Problan ................. 28 Methodology................................................. 29 Tlimitation of The Study ........................ 29 Sources of D ata ............................................. 29 I I . THE BLACK OOBIUNITY OF McALESTEE, OKLAIOiA.......................... 30 Early Arrivals ....................................................................... 30 The Strong's A rriv al..................................... 32 The Early Education of Willa A. S tro n g ......................... 39 The Secondary Education of Willa A. Strong ..... 43 I I I . WILLA A. STRONG: EDUCATOR, ADMINISTRATOR AND CmiUNITY LEADER ........................................................................... 53 Early Career .................................................. ....... 53 Administrative C areer .............................................................. 55 The End o f Separate S c h o o ls .......................... ... 77 The End of L'O uverture ............................................. 94 IV. CAREERS OF BLACK vaiEN IN OKLAHO&IA.............................. 104 Traditional Careers ..................................................... 104 Non-Traditional C areers ............................................. 106 CmCLUSION..................................... 112 SOURCES CONSULTED............................................................................................ 116 1 1 . CHAPTER I INIECDUCTICaî The notion that a separate school system for Black students was inferior and inadequate to schools for Tfliite students led to a national effort to abolish dual public educational facilities. For exanple, in 1967 the Itaited States CcnmLssion on Civil R i^ts concluded: "Negro children suffer serious harm when their education takes place in public schools vhich are racially segregated whatever the source of such segregation may be."^ In 1968 Meyer Weinberg revealed th a t "a school i s segregated when th e com­ munity comes to view the school in its nature to be inferior and unsuitable 2 for privileged children." In addition to violating the equal protection clause of the Fourteenth Amendment, related studies and court proceedings have danonstrated "segregation of white and colored children in public 3 schools has detrimental effect upon colored children." In fact, the Com­ mission on Civil Rights reported in 1968 that "segregation by law was found to create feelings of inferiority among students which ultimately ^Æport of the United States Camiission on Civil R i^ts to the President of the United States, (Washington, D.C.: U.S. Government Printing Office, 1967), p. 163. ^eyer Weinberg, Desegregation Research: An Appraisal, (Blocxning- ton, Indiana: Phi Delta Kappa, 1968), p. 2. ^David Fellman, ed.. The Supreme Court and Education, Classics In Education, (Richmond, Virginia: William Byrd Press, Inc.), p. 79. —1— affects their motivation and their ability to learn. Prior to the 1968 report, a 1947 Conmittee on Civil Rights Study reconmended "the elimination 5 of segregation based on race, color or creed." Providing a rationale for th is recommendation, the conmittee explained; The separate but equal doctrine has failed in three important respects. First, it is inconsistent with the fundamental equalitarianism of the American way of life in that it marks groups with the brand of inferior status. Secondly, \daere it has been followed the results have been separate and unequal facilities for minority people. Finally, it has kept people apart débité incontrovertible evidence that an
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