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A Home Away from Home: Recreation Centers and Black Community Development in the Bay Area, 1920-1960

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A Home Away from Home: Recreation Centers and Black Community Development in the Bay Area, 1920-1960 A Home Away From Home: Recreation Centers and Black Community Development in the Bay Area, 1920-1960 By Natalie N Novoa A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in History in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Waldo E. Martin, Chair Professor David Henkin Professor Ula Taylor Summer 2019 Abstract A Home Away From Home: Recreation Centers and Black Community Development in the Bay Area, 1920-1960 By Natalie N Novoa Doctor of Philosophy in History University of California, Berkeley Professor Waldo E. Martin, Chair In this dissertation, I argue that recreation centers played a pivotal role in the black community as sites of racial uplift, political activism, and as a conduit to public service agencies in the San Francisco Bay Area. My work links literature in urban history and African American history to demonstrate the unique circumstances the city landscape presented to African Americans and how they not only responded to those circumstances, but also how they shaped them, especially during World War II. In particular, the project examines the ways in which black-founded and black-directed recreation centers acted as an affirmative alternative to the confrontations and humiliations that awaited them at segregated recreational venues as well as public amusements and accommodations. In addition, this work explores why, how, and with what consequences these black recreation centers contributed to the changing geography of the Bay Area. Creating their own agendas separate from white reformers and city officials, who believed structured recreation was a way to control and exercise surveillance over delinquent youth, black leaders viewed these recreational spaces as opportunities to provide community members with the necessary tools to challenge the racism they faced at work, school, and in the streets. The most significant scholarly intervention of this historical study is to center the lived experiences of African Americans: to explore thoroughly and critically how these recreational institutions operated in their lives and communities. Put another way, this dissertation uses the experiences of African Americans, both developing and participating in these institutions, as a lens to investigate and illuminate the broader concerns of African Americans living in the Bay Area from 1920 to 1960. 1 To my parents, Darlene and Rene Novoa i Table of Contents Acknowledgements……………………………………………………………………………….iii Introduction………………………………………………………………………………….......... 1 Chapter 1: Organized Recreation at the Turn of the Nineteenth Century………………………... 12 Chapter 2: The Playground Movement Comes to the Bay Area, 1900-1920……………………… 34 Chapter 3: Building their Own: Black Recreation from the 1920s through the Great Depression.....59 Chapter 4: Response to War: Black Recreation Centers, 1940-1950……………………………….85 Epilogue…………………………………………………………………………………………104 Bibliography……………………………………………………………………………………..108 ii Figures 1. Officers of the Oakland Cycling Club, 1896…………………………………….50 2. “Where 37 Varieties Play”- San Francisco Playground Commission Report, 1928…………………………………..57 3. “Southside Playground”-Poem, San Francisco Playground Commission Report, 1928…………………………………..58 4. Fannie Jackson Coppin Club, Oakland, 1920……………………………………64 5. Exterior of the 828 Linden Street black Y, undated……………………………...67 6. Teens at the tennis courts in Bushrod Park, Oakland, 1937……………………...70 7. De Fremery Park USO building, June 22, 1942………………………………….98 iii Acknowledgements Writing a dissertation, at times, feels like a lonely endeavor. We spend hundreds of hours tucked away within archives and libraries, silently poring over the sources that, hopefully, give shape to our projects. At the end of research, we sequester ourselves into dusty offices, staring endlessly at laptop screens in the pursuit of contributing something worthwhile to our fields. But dissertations are never accomplished alone. They are supported, improved, and guided to completion by dedicated advisors, empathetic colleagues, and the unwavering love of friends and family. It is with great joy that I now thank those institutions and people who have been instrumental in helping me reach the finish line. I am first and foremost grateful to the staff at a number of archives and special collections departments, including the Moorland-Spingarn Research Center at Howard University, the California Social Welfare Archives at the University of Southern California, and the Bancroft Library at the University of California, Berkeley. I began my initial investigation of black recreational directors in the Oakland and San Francisco History Rooms which house impeccable and accessible collections dating back to the early nineteenth century. They are a constant reminder of the invaluable community service public libraries provide in preserving the unique stories and legacies of everyday people. I am especially indebted to the African American Museum and Library in Oakland whose collection of early black pioneers broadened my understanding of black institution-building in the West, and especially for their expansive digital photography collection which led me down many fruitful tangential journeys. The images used in this dissertation come from their amazing collection. I thank Valorie Winn, Director of De Fremery Recreation Center, for giving me a tour of the center and sharing her experience as a black woman in the field of recreation. She is a testament to the ongoing work happening in our communities today. Research for this dissertation was supported, in part, by the Chancellor’s Fellowship at the University of California, Berkeley whose summer funding allowed me to visit many of these archives. The writing was also assisted by a Doris G. Quinn Dissertation Completion Fellowship which freed me from a semester of teaching and aided the completion of chapter one and the introduction. I have had many wonderful teachers throughout my academic career. At Dominican University of California, I learned a great deal from Martin Anderson, Sr. Patricia Dougherty, and Alison Howard, who all instilled and enriched my love of history. In the Master’s program at San Francisco State University, I discovered what it actually meant to be a historian. My first graduate seminar, “History as Field of Knowledge,” taught by Trevor Getz, fundamentally changed how I iv thought about teaching and writing history. It was from this class that I began to seriously consider pursuing a doctorate in history. I am equally grateful to Christopher Waldrep and the late Paul K. Longmore, whose compassion in the classroom remains an influential force in how I approach teaching. I was fortunate to arrive at SFSU at the same time as Charles Postel, who was instrumental in my intellectual development and a powerful example of how our life experiences make us better scholars. Dawn Mabalon will forever be one of my biggest inspirations as a woman of color in academia. I shared my colleagues’ devastation with her passing last summer. I hope she realized how significant her presence in front of the classroom was for students like me. Though my time at SFSU was relatively short, I found long-lasting camaraderie and friendship. Thank you to Brian Rutledge, Carolyn Parsons (now Rutledge), and Aliyah Dunn-Salahuddin—I remember my time at State so fondly because of the hours we spent together in seminars, studying in the graduate library, and the often philosophical debates discussed over beers. I am so happy you are all still in my life. For the past seven years I have been part of an amazing intellectual community at Berkeley. Many people have read, commented on, and influenced earlier drafts of these chapters. To past and current members of the Waldo Martin writing group—Camilo Lund-Monano, Joseph Orbock Medina, Alex Garcia, Michael Christiansson, Paco Martin Del Camp, and Grace Goudiss—your thoughtful comments and incisive critiques have made this dissertation better. David Henkin challenged me to always think about my use of language and how to effectively articulate my arguments. Ula Taylor joined my dissertation committee in just this last year, but has become one of its biggest supporters. Waldo Martin has gone above and beyond what can ever be expected of any advisor. He witnessed the birth of this dissertation topic in a graduate research seminar and has championed its progress ever since. He has patiently engaged with my ideas, read multiple drafts of each chapter, and provided line edits that, without a doubt, have improved the dissertation immeasurably. Any mistakes remain my own. A special thanks goes to another group of scholars here at Berkeley--colleagues who have never read my work, but nonetheless have made me a better scholar and teacher. To members of the brohort—Daniel Kelly, Joseph Kellner, Ari Edmundson, Sam Wetherell, and Kerry Shannon—thank you for taking me under your wing and making our department feel welcoming. Special recognition to Brendan Shanahan for setting the bar for what it means to be compassionate teacher and supportive colleague. Life as a graduate student was less stagnant because of the department’s soccer team “It’s On the Syllabus.” While we didn’t win many games, it provided a necessary excuse to get out of the library. To my own cohort—Ivana Mirkovic, Robbie Nelson, Aaron Hall, Sheer Ganor, Camilo Lund- Monano, Yana Skorobogatov, and Ron Makleff—I am so grateful for your friendships and I
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