UNLV Theses, Dissertations, Professional Papers, and Capstones 12-1-2014 No Prejudice Here: Racism, Resistance, and the Struggle for Equality in Denver, 1947-1994 Summer Marie Cherland University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/thesesdissertations Part of the African American Studies Commons, American Studies Commons, Education Commons, History Commons, and the Race and Ethnicity Commons Repository Citation Cherland, Summer Marie, "No Prejudice Here: Racism, Resistance, and the Struggle for Equality in Denver, 1947-1994" (2014). UNLV Theses, Dissertations, Professional Papers, and Capstones. 2526. http://dx.doi.org/10.34917/8220094 This Dissertation is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). 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Cherland entitled No Prejudice Here: Racism, Resistance, and the Struggle for Equality in Denver 1947-1994 is approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy - History Department of History Todd Robinson, Ph.D., Committee Chair Elizabeth Nelson, Ph.D., Committee Member Marcia Gallo, Ph.D., Committee Member Raquel Casas, Ph.D., Committee Member Doris Watson, Ph.D., Graduate College Representative Kathryn Hausbeck Korgan, Ph.D., Interim Dean of the Graduate College December 2014 NO PREJUDICE HERE: RACISM, RESISTANCE, AND THE STRUGGLE FOR EQUALITY IN DENVER, 1947-1994 By Summer Cherland Bachelor of Science in History Northern Arizona University 2004 Master of Arts in History Northern Arizona University 2007 A dissertation submitted in partial fulfillment of the requirements for the Doctor of Philosophy -- History Department of History College of Liberal Arts The Graduate College University of Nevada Las Vegas December 2014 Copyright by Summer Cherland, 2015 All Rights Reserved ABSTRACT This study chronicles a story of civil rights that has been left untold until now. Recent scholarship contributing to the history of the “long civil rights movement” has reframed our understanding of civil rights beyond the years of the late 1950s and early 1960s.1 In addition, it has also demonstrated that civil rights activity occurred in regions other than the South. However, most work on the long civil rights movement demonstrates that activism among blacks began much earlier than the Brown v. Board Supreme Court case and instead, was a part of a longer freedom struggle that, in many ways, makes up the African American experience. By focusing on Denver, this work will demonstrate that civil rights activity, just as it began before 1954, extends past significant legislative milestones, and tragic historical moments, like the death of Dr. Martin Luther King, Jr. in 1968. By turning our attention westward, this work proves that 1968 was not an end point in civil rights history. Denver’s story had regional and national impact, as two contemporary educational equality movements took shape and youth activism became more formalized and visible. Similarly, Denver’s Chicano Movement had significant influence on activism in Denver and the nation, and this history demonstrates the multicultural makeup of civil rights. 1 Jacqueline Dowd Hall, “The Long Civil Rights Movement and the Political Uses of the Past” Journal of American History 91, 4. (March, 2005): 1233-1623. iii ACKNOWLEDGEMENTS There were many people who contributed to, inspired, and shaped this dissertaton. First and foremost, my parents John and Shelly taught me, “no one can ever take away your education.” Don and JoAnn McCall informed me often, since their personal histories of the Denver Public Schools and surrounding areas seem to know few limits. I owe a debt of gratitude to the men and women whose oral histories provided the foundation of this dissertation. They include Judy Barnett, Evie Dennis, Alex Martinez, Herman Motz, Darla Ruff, Woodie Smith, Larry Tarver, and Lynn Williams. My friends and colleagues at the University of Nevada Las Vegas provided ongoing support throughout my entire doctoral program. As for the history faculty, I was lucky enough to work with some of the best in the field—David Wrobel, Joanne Goodwin, David Tanenhaus, Andy Kirk, and Deirdre Clemente. Beyond the history faculty, I met only committed and kind professionals, including the always impressive Vicki Rosser, and my “fairy godmother” Sunny Gittens. Priscilla Finley with the UNLV Libraries was a constant source of calm and motivation. David Forgues made it his mission to encourage me. Jordan Watkins and I started with proofing each other’s seminar papers, which laid the foundation for a professional friendship based on mutual respect. Angela Moor and I met in our first seminar. She inspires me often with her beautiful writing abilities, her thoughtful analysis, and more importantly, her steadfast friendship. I was fortunate to have five incredible committee members who encouraged and challenged me throughout the process. Doris Watson took a chance on an unknown history student in need of help. I’m so lucky she answered the phone that Friday evening. iv With her patient and thoughtful contributions, I was always moved to see the human side of the story. Maria Casas provided brilliant, critical feedback, blended with much-needed periods of autonomy. Elizabeth White Nelson “gave” me theory by forcing me to make it my own. She also bequeathed upon me the work of Joan Dideon and a genuine fear of “Who’s the Boss” on syndication. Marcia Gallo, who never let me get away with run-on sentences or misusing jargon, dared me to be a better writer, a better scholar, and a better person. She is the lifeblood of the UNLV history department and those of us who are lucky enough to know her are improved forever. Todd Robinson, the chair of my committee constantly challenged me to see the good, the bad, and the other side. He took a chance on me when I was “wet behind the ears,” and has been the mentor I went looking for when I enrolled in a PhD program. Moreover, Dr. Robinson taught me through word and action to place family, faith, and integrity at the center. The rest will happen when it’s time. My husband Cody is the best person I’ve ever known. I thank him for deciding when to say “make it good” and when to say “get it done.” v DEDICATION This study has always been for my sister Stephanie, whose definitions of home and Colorado are synonymous. vi CONTENTS ABSTRACT iii ACKNOWLEDGEMENTS iv DEDICATION vi INTRODUCTION: IN THE IMAGE OF CHAPTER 1: PROGRESS, DENVER 1947-1994 1 “JUST FOR THE RECORD:” JIM CROW AT A CHAPTER 2: MILE HIGH, 1947-1994 38 “SOMETHING BIG IS HAPPENING IN DENVER:” THE SEEDS OF AN EARLY CHAPTER 3: MOVEMENT, 1947-1967 70 “BORN OF A REVOLUTION:” COMMUNITY CHAPTER 4: CONTROL EFFORTS, 1966-1974 118 BY MEANS “NO LESS EFFECTIVE:” FIGHTING SEGREGATION IN DENVER’S SCHOOLS, 1966- CHAPTER 5: 1976 151 “A DISTINGUISHED LEGACY:” AFTERMATH, CHAPTER 6: 1974-1994 199 SELECTED BIBLIOGRAPHY 236 CURRICULUM VITAE 263 vii CHAPTER 1: INTRODUCTION In the Image of Progress: Denver, 1947-1994 Manual High School Turns 100: 1994 On September 27th 1994, 16-year old Glenn Taylor was shot in the chest outside his home in the Five Points neighborhood of Denver, Colorado. Taylor was a junior at Manual High School. An outstanding student, member of the JROTC, and participant in the college preparatory program Upward Bound, Taylor seemed the least likely student to be involved in what locals assumed was “gang-related violence.” Taylor, a black student with dreams of becoming a civil rights lawyer and advocate for African American youths, got involved in school activities in order to avoid the trouble that he believed distracted his friends and neighbors in the tumultuous district where he lived. Glenn Taylor’s sixteen years spanned a short part of a longer era when Denver’s black and Chicano residents oscillated between periods of celebration and others of internal and external conflict and violence. Taylor’s death marked the end of nearly twenty years of extreme highs and lows for Manual High School and Five Points.2 Four months prior, Taylor and his fellow Manual Thunderbolts attended an assembly hosting Denver’s first black mayor and Manual alum, Wellington Webb. Webb kicked off a week-long celebration for the school and city as Denverites rejoiced in 100 years of Manual’s history.3 Parades, lectures, and events engaged blacks, Chicanos, Asians, Native Americans, and whites who lived in the community and reflected the multicultural makeup of the school itself. The events were meant to honor the school, which over the course of its 100 years had met its share of challenges. Originally located 2 Marilyn Robinson, “Manual Student slain in Drive-by,” Denver Post, 28 September 1994. 3 Christopher Lopez, “Webb- Manual built a distinguished legacy,” Denver Post, 16 April 1994. 1 on East 27th and Franklin Street, Manual Training High School was part of a nation-wide experiment promoted at the 1876 Centennial Exposition in Philadelphia by Russian educators and scientists. This innovative approach to education taught boys and girls in manual arts, and centered on learning through hand-eye coordination and use of the body, as well as books.