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Examining North Carolina A&T Student Activism and Challenges

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Examining North Carolina A&T Student Activism and Challenges Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2020 "Save our Black schools": Examining North Carolina A&T student activism and challenges towards progressivism in the New South Malika Butler Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Recommended Citation Butler, Malika, ""Save our Black schools": Examining North Carolina A&T student activism and challenges towards progressivism in the New South" (2020). Graduate Theses and Dissertations. 18101. https://lib.dr.iastate.edu/etd/18101 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. “Save our Black schools”: Examining North Carolina A&T student activism and challenges towards progressivism in the New South by Malika Butler A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Education Program of Study Committee: Erin Doran, Co-major Professor Isaac Gottesman, Co-major Professor Tera Jordan Manali Sheth Rachel Smith The student author, whose presentation of the scholarship herein was approved by the program of study committee, is solely responsible for the content of this dissertation. The Graduate College will ensure this dissertation is globally accessible and will not permit alterations after a degree is conferred. Iowa State University Ames, Iowa 2020 Copyright © Malika Butler, 2020. All rights reserved. ii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS ........................................................................................................... iv ABSTRACT ................................................................................................................................... vi CHAPTER 1. GENERAL INTRODUCTION ................................................................................1 The Problem Space .................................................................................................................... 2 Guiding Question ....................................................................................................................... 4 Interpretive Frames .................................................................................................................... 6 Archival Work ........................................................................................................................... 8 Personal Meaning in this Research .......................................................................................... 10 Overview of the Dissertation ................................................................................................... 11 References ............................................................................................................................... 14 CHAPTER 2. NORTH CAROLINA A&T STUDENT PROTEST MOVEMENT, 1955-1973 ..16 Abstract .................................................................................................................................... 16 Introduction ............................................................................................................................. 17 Campus Protest Movement ...................................................................................................... 19 1955: The Staunch Segregationist ........................................................................................... 25 1960: A&T Four Lunch Counter Sit-in ................................................................................... 28 1960-1964: Peaceful Protests and Black Respectability Politics ............................................ 39 1965-1969: Changing tides and the Black Revolutionary ....................................................... 45 1970s: Black Radicalism, HBCUs, and State Sanctioned Violence ........................................ 50 Conclusion ............................................................................................................................... 53 References ............................................................................................................................... 55 CHAPTER 3. THE DUDLEY & NC A&T STUDENT UPRISING: BLACK EDUCATIVE SPACES, STUDENT RESISTANCE, & THE FIGHT FOR SELF DETERMINATION............60 Abstract .................................................................................................................................... 60 Introduction ............................................................................................................................. 61 The Dudley Scene: Student Resistance & Conservative Administration ................................ 63 NC A&T: The Black University and Community Engagement .............................................. 75 The City’s Response: Black Resistance & State Sanctioned Violence ................................... 81 The Aftermath: Where Do We Go from Here? ....................................................................... 87 References ............................................................................................................................... 94 CHAPTER 4. WHAT ABOUT US?:THE PROBLEM WITH INTEGRATION AND NORTH CAROLINA’S RESPONSE TO HIGHER EDUCATION FOR ITS BLACK RESIDENTS .......96 Abstract .................................................................................................................................... 96 Introduction ............................................................................................................................. 97 The Problem is North Carolina Doesn’t Want Black Professionals: The Failure of the State to Support the Development of Graduate and Professional Education at Public HBCUs ..................................................................................................................................... 98 Higher Education in North Carolina ...................................................................................... 102 iii Always Separate but Never Equal .................................................................................... 102 Changes, Transitions, and Restructuring .......................................................................... 105 Desegregating the American Higher Education System .................................................. 109 Desegregating NC Higher Education ............................................................................... 111 Conclusion ............................................................................................................................. 127 References ............................................................................................................................. 127 CHAPTER 5. GENERAL CONCLUSION .................................................................................133 Argument ............................................................................................................................... 133 Significance of the Dissertation ............................................................................................. 133 Implications for Future Research and Practice ...................................................................... 135 Final Thoughts ....................................................................................................................... 138 References ............................................................................................................................. 140 BIBLIOGRAPHY ........................................................................................................................141 iv ACKNOWLEDGEMENTS I would like to thank the following people, without whom I would not have been able to complete this research, and without whom I would not have made it through my PhD program. To my family- my mom, brothers, and Aunt Tonia thank you for always reminding me of the possibilities of what I could accomplish. Thank you for the many affirmations, words of encouragement, and expressions of love that all of you poured into me during this time. I would also like to thank my mentor, Dr. Kristal Moore Clemons and her family. Words cannot express how much of a blessing Dr. Clemons and her family have been to my life. I would also like to recognize my committee members: Dr. Tera Jordan, Dr. Manali Sheth, and Dr. Rachel Smith and my former committee members: Dr. Rosie Perez and Dr. Daniel Spikes. Thank you all so much for helping me to develop as a scholar and be confident in the work that I produce. To my co- chairs, Dr. Isaac Gottesman and Dr. Erin Doran, my sincerest gratitude for reminding me that history is important and it always has a place in the conversation. I would also like to thank Dr. Ann Foegen for her encouragement throughout my PhD process. I hope that I can be as gracious and thoughtful to students’ concerns as you are. You are an extraordinary model of how to be a student advocate. A special thanks to North Carolina A&T State University’s F. D. Bluford Library and librarian and archivist, Ms. Gloria Pitts. Ms. Pitts, you were such an integral part in helping me develop these stories. I am indebted to your kindness,
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