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A Critical Inquiry Into the Perspectives of African Americans Who Consider Themselves Equal to Other U.S

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A Critical Inquiry Into the Perspectives of African Americans Who Consider Themselves Equal to Other U.S View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of San Francisco The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Doctoral Dissertations Theses, Dissertations, Capstones and Projects 2010 A critical inquiry into the perspectives of African Americans who consider themselves equal to other U.S. citizens Melba Beals Follow this and additional works at: https://repository.usfca.edu/diss Recommended Citation Beals, Melba, "A critical inquiry into the perspectives of African Americans who consider themselves equal to other U.S. citizens" (2010). Doctoral Dissertations. 369. https://repository.usfca.edu/diss/369 This Dissertation is brought to you for free and open access by the Theses, Dissertations, Capstones and Projects at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. The University of San Francisco A CRITICAL INQUIRY INTO THE PERSPECTIVES OF AFRICAN AMERICANS WHO CONSIDER THEMSELVES EQUAL TO OTHER U.S. CITIZENS A Dissertation Presented to The Faculty of the School of Education International and Multicultural Education Program In Partial Fulfillment of the Requirements for the Degree Doctor of Education by Melba Pattillo-Beals San Francisco May 2010 THE UNIVERSITY OF SAN FRANCISCO ABSTRACT A Critical Inquiry Into the Perspectives of African Americans Who Consider Themselves Equal to Other U.S. Citizens Since the end of the Civil War when African Americans became free citizens in U.S. society, they have been on a quest for recognition with the rights bestowed upon them by the Bill of Rights and United States Constitution within the culture of the United States. After decades of struggle for equality, the following questions remain in the public discourse: What have they achieved as a race upon becoming citizens? Who among African Americans is confident enough to verbalize their conviction that they consider themselves equal? As postulated by Bauer (1992, p.1), ―Do they feel they are a part of ―one nation under God, indivisible, with liberty and justice for all‖? This qualitative participatory study was conducted to determine the extent to which African Americans perceive themselves as having the same access to opportunity, freedom to pursue happiness, and equal rights as promised to all U.S. citizens. The research data was collected through dialogues between the researcher and participants that created a text for interpretation and meaning and themes for categorization, thus illuminating the voices of 14 African Americans U.S. citizens, between the ages of 50 and 82 years of age. The study revealed that (a) the African Americans who perceived themselves as equal to other U.S. citizens were educated from a very early age, mostly by their mothers, and by other African American role models who infused them with knowledge and convinced them of their own value and self-worth, and (b) the participants developed an immutable and internalized conviction that they are not merely equal to, but better than, any of their contemporaries in other U.S. cultures. The ii significance of this research study sheds light on how African Americans perceive their self-image as African Americans in U.S. culture and how this self-image of being and becoming more than equal is what has sustained them through their experiences and struggles for equality in the context of racism, alienation, and unequal situations within all U.S institutions. This reflection upon their lives as U.S. citizens has compelled them to overachieve and review their participatory roles in U.S. society. iii This dissertation, written under the direction of the candidate‘s dissertation committee and approved by the members of the committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Doctor of Education. The content and research methodologies presented in this work represent the work of the candidate alone. ____________________________________________ __________________________ Melba Pattillo-Beals, Candidate Date Dissertation Committee ____________________________________________ __________________________ Betty Taylor, Ed.D., Chairperson ____________________________________________ __________________________ Rosita Galang, Ph.D. ____________________________________________ __________________________ Patricia Mitchell, Ph.D. iv DEDICATION This study is dedicated to my mother, Dr. Lois Marie Pattillo, who walked 10 miles a day, sometimes with cardboard in her shoes, to earn her college education, and to my grandmother, India Annette Peyton, an intellectual, spirited, loving woman who worked as a maid for all of her life. Nevertheless, she took the time to nurture my spirit and to read me the Bible and the works of Shakespeare. Whatever I do that is honorable or sweet or worthy is in memory of these two women whose voices echo in my heart and soul. Daily, I hear them say, ―March forward, my dear, you are beautiful and strong. You are so much more brilliant than any oppressor could ever be. You can be and do whatever you choose.‖ v ACKNOWLEDGMENTS I am grateful to all of the professors in the School of Education who always greeted me with compassion and sated my hunger for knowledge. There were very special muses who beckoned me forward even when age, exhaustion, and illness would block my path to completion. I offer a special thank you to Dr. Taylor, Dr. Galang, Dr. Mitchell, and to Father Collins. I am grateful to my twin sons Matt and Evan, who put up with an absent mom on many weekends. My daughter Kellie was supportive and loving during every challenge that faced me. We became comrades in battle, comforting each other while both of us worked on our respective dissertations at the same time. I am grateful to the participants who trusted me enough to engage in this process of joint inquiry. They have taught me so much and made me so comfortable with being in my own world. I am most grateful to my colleague, my brother, my teacher, Dr. Suresh Appavoo, who, like a thorn in my side, refused to hear my excuses and pushed me forward to complete this study. vi TABLE OF CONTENTS Page ABSTRACT .................................................................................................................. ii DEDICATION ................................................................................................................ v ACKNOWLEDGMENTS ............................................................................................... vi LIST OF TABLES .......................................................................................................... ix CHAPTER I: THE RESEARCH PROBLEM ............................................................... 1 Introduction ......................................................................................................... 1 Statement of the Problem ..................................................................................... 6 Background and Need for the Study .................................................................... 9 Purpose of the Study ............................................................................................ 18 Research Questions .............................................................................................. 19 Theoretical Framework ........................................................................................ 20 Limitations of the Study....................................................................................... 21 Significance of the Study ..................................................................................... 22 Definitions of Terms ........................................................................................... 23 Summary ............................................................................................................. 26 CHAPTER II: REVIEW OF THE LITERATURE ....................................................... 27 Overview .............................................................................................................. 27 Defining Equality ................................................................................................. 27 Current Perspectives of Equality Through the Eyes of Privileged African Americans ......................................................................................................... 30 History of the African Americans‘ Struggle for Equality .................................... 32 Contributions From Key Figures in the Struggle for Equality ............................ 36 Voices That Influenced the African American Quest for Equality, Including International Figures ......................................................................................... 41 Common Methodologies Shared by Those Leaders Seeking Equality ................ 51 Educational Institutions: A Vehicle Meant to Bring Equality That Also Brought Opportunity for Oppression ....................................................... 52 A Discussion of Journal Articles Relevant to the Topic of African Americans‘ Perspectives of Equality .................................................................................... 53 Other Articles Relevant
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