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A Magnet School and Desegregation

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A Magnet School and Desegregation View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by SHAREOK repository A MAGNET SCHOOL AND DESEGREGATION: A CASE STUDY OF BOOKER T. WASHINGTON HIGH SCHOOL, 1975-1980 By JAMES ADRIAN FERRELL Bachelor of Arts / History Oklahoma City University Oklahoma City, Oklahoma 1992 Master of Arts / History The University of Central Oklahoma Edmond, Oklahoma 2000 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF EDUCATION December, 2008 A Magnet School and Desegregation A MAGNET SCHOOL AND DESEGREGATION: A CASE STUDY OF BOOKER T. WASHINGTON HIGH SCHOOL, 1975-1980 Dissertation Approved: Dr. A. Kenneth Stern Dissertation Adviser Dr. Edward Harris Dr. Bernita Krum Dr. Elizabeth Williams Dr. A. Gordon Emslie Dean of the Graduate College ii A Magnet School and Desegregation ACKNOWLEDGMENTS The people involved with the completion of this degree over the past seven years are too numerous to mention. I would like to highlight a few though, with whose help the dissertation would not have been possible. To my dissertation advisor, Dr. Ken Stern, I owe a debt of gratitude. He helped me through, what seemed like, endless drafts, always being positive and encouraging. I enjoyed the conversations he and I had at Mojo’s over the past years. Dr. Stern and Dr. Ed Harris have guided me through many of my classes, and their input has been invaluable. Dr. Krum’s editing skills have made me a better writer and a clearer thinker. I have listened to her advice and have become a better researcher because of it. Dr. Williams was the first person that I met when I came to Oklahoma State University and I am grateful she accepted my invitation to serve on my committee and offered her advice. I would like to extend my thanks to all of those who participated in the study. I enjoyed visiting with everybody. If your passion and love of Booker T. Washington did not come through in my writing, then the fault lies with me. My family has always supported me along the way. Who I am today is a result of my parents, James and Barbara Ferrell, and my grandfather, Roy Smith. One of the happiest days in my life was being able to walk across the stage and receive this degree with them watching. When I used to talk about heroes in class and ask the students to iii A Magnet School and Desegregation name their heroes, they eventually always asked me to name mine. It never failed that I always named my father and grandfather. To my friends in Tulsa, you are the best. Rich, Brian, and Alana, you are the ones who heard me every day as I began complaining that I am getting tired of school. I can never tell you how much your support has helped me make it to this point in my life. Thanks for listening to me at our weekly coffees as I stated the latest theory I discovered or I ranted about politics. I know that you were not listening most of the time, but the fact that you made me think you were is what makes you guys special. iv A Magnet School and Desegregation TABLE OF CONTENTS I. INTRODUCTION ............................................................................................................1 Problem Statement ...................................................................................................3 Purpose of the Study ................................................................................................3 Research Questions ..................................................................................................4 Theoretical Framework ............................................................................................5 Perpetuation Theory .....................................................................................5 Network Analysis.........................................................................................6 Definition/Explanation of Terms .............................................................................8 Significance of Study ...............................................................................................9 Conclusion .............................................................................................................10 II. LITERATURE REVIEW ..............................................................................................11 Introduction ............................................................................................................11 Supreme Court Decisions ......................................................................................11 Desegregation ........................................................................................................19 Magnet Schools ......................................................................................................20 Tulsa Public Schools ..............................................................................................23 School Culture .......................................................................................................26 Limitations of the Literature ..................................................................................29 III. RESEARCH DESIGN AND METHODOLOGY .......................................................31 Participants .............................................................................................................33 Data Collection ......................................................................................................34 Group 1: Associates of Booker T. Washington High School ...............................35 Bruce Howell .............................................................................................36 Roy Lewis ..................................................................................................37 H.J. Green ..................................................................................................37 Julius Pegues ..............................................................................................39 Nancy McDonald .......................................................................................39 Group 2: Graduates of Booker T. Washington High School ................................40 Gregory Goodwin ......................................................................................41 Carlye O. Jimerson.....................................................................................41 Vee Sutton Price ........................................................................................42 Kevin Williams ..........................................................................................42 Stephen Broussard .....................................................................................43 Michael Pegues ..........................................................................................43 v A Magnet School and Desegregation Data Analysis .........................................................................................................44 Trustworthiness ......................................................................................................45 Role of Researcher .................................................................................................46 Significance of Study .............................................................................................47 Limitations of Study ..............................................................................................48 IV. PRESENTATION OF THE DATA............................................................................50 Group 1: General Responses to Interview Questions ...........................................51 Question 1 ..................................................................................................51 Question 2 ..................................................................................................62 Question 3 ..................................................................................................65 Question 4 ..................................................................................................67 Question 5 ..................................................................................................67 Group 2: General Responses to Interview Questions ...........................................70 Question 1 ..................................................................................................70 Question 2 ..................................................................................................76 Question 3 ..................................................................................................78 Question 4 ..................................................................................................83 Question 5 ..................................................................................................85 Question 6 ..................................................................................................87 Emergent Themes ..................................................................................................92 V. ANALYSIS OF DATA ................................................................................................98 Analysis of Data .....................................................................................................98 Associates of Booker T. Washington High School ...............................................99 Graduates of Booker T. Washington High School
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