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Bilingual Education, Federalism, and the Political Culture of American Public Education, 1964-1980

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Bilingual Education, Federalism, and the Political Culture of American Public Education, 1964-1980 Western Michigan University ScholarWorks at WMU Dissertations Graduate College 8-2008 Bilingual Education, Federalism, and the Political Culture of American Public Education, 1964-1980 Robert Harold Duke Western Michigan University Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the United States History Commons Recommended Citation Duke, Robert Harold, "Bilingual Education, Federalism, and the Political Culture of American Public Education, 1964-1980" (2008). Dissertations. 765. https://scholarworks.wmich.edu/dissertations/765 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. BILINGUAL EDUCATION, FEDERALISM, AND THE POLITICAL CULTURE OF AMERICAN PUBLIC EDUCATION, 1964-1980 by Robert Harold Duke A Dissertation Submitted to the Faculty of The Graduate College in partial fulfillment of the requirements for the Degree of Doctor of Philosophy Department ofHistory Dr. Nora Faires, Advisor Western Michigan University Kalamazoo, Michigan August 2008 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3323521 Copyright 2008 by Duke, Robert Harold All rights reserved. INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. ® UMI UMI Microform 3323521 Copyright 2008 by ProQuest LLC. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 E. Eisenhower Parkway PO Box 1346 Ann Arbor, Ml 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Copyright by Robert Harold Duke 2008 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. PREFACE When the History Department at Western Michigan University accepted my application to enroll as a doctoral candidate in July 2003, my primary research interests dealt with twentieth century American political culture, especially President Lyndon Baines Johnson's Great Society agenda. Over the past five years, attentive guidance from the faculty and the stimulating companionship of fellow graduate students enabled me to see LBJ's legacy in a broader social and cultural context. At no time did the assertion of the transformational power of education reach a greater level of hyperbole than during the brief Great Society era, when LBJ described it as the "passport from poverty." As I considered dissertation topics, a common thread ran through the options: Johnson was a teacher who became President of the United States. Like my father, also a Texan, Lyndon Johnson believed education held the key to a better life, both individually and collectively. I am a teacher, too. I approach this project with the goal of presenting the public school as America's favorite laboratory for bringing about social change. My professional background includes twelve years teaching in a rural school district where I became a leader in the local Michigan Education Association (MEA) bargaining unit. A very satisfying K-12 teaching career led to seventeen years in school administration, culminating with nine years service as a superintendent in two districts in southwest Michigan. The warming energy of a supportive classroom environment; the tension of a crowded school board meeting; the anger of parents of victimized children-these are feelings familiar and unforgotten. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. As a union activist, twice I helped lead my colleagues on strike. Later, as superintendent, I found strong, well-organized MEA locals to be very helpful when seeking ways to meet challenges facing the school district. I worked with some advocacy groups in these communities to help move their agendas forward, while resisting others. Too few historical treatments of education policy capture the inner workings of school politics during periods of intense internal and external pressure. It is my sincere hope that this project does so. This study reinforced my belief in the awesome responsibilities given to teachers. In their hands lies the power to help children make dreams come true. Sadly, for some children the prejudice experienced in their classrooms dashes those dreams. One is left with the impression that like the medical profession or the priesthood, teachers and their professional associations lack workable mechanisms for whistleblowers to expose racism and gender bias in the classroom. The same is true for administrators and for boards of education. Consequently, a code of silence perpetuates tension in the school, inevitably creating barriers to learning in any language. In the twenty-first century, as educators across the United States ponder strategies to close the achievement gap between white students and their African American or Mexican American classmates, we must be mindful of this humiliating, painful, and enduring reality. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGEMENTS This research benefited greatly from three research fellowships. The Albert Shanker Research Fellowship, awarded by the American Federation of Teachers AFT), led to many hours pouring over correspondence, speeches, and interviews involving long­ time AFT President Shanker and other key AFT figures at Wayne State University's Archives of Labor and Urban Affairs in the Walter P. Reuther Library. Daniel Golodner, the AFT archivist, provided valuable support with this phase of my study. The Baylor University Oral History Institute Research Fellowship exposed me to an extraordinary trove of oral histories in the Texas Collection involving public education and the Mexican American experience in Central Texas. Torn Charlton and a cadre of historians have collected and transcribed an abundance of rich sources. During my weeks on the Baylor campus, the invaluable assistance of Ellen Kuniyuki Brown, whose encyclopedic knowledge of the oral history collection still amazes me, enabled me to keep busy every minute. Her colleagues, Lois Myers and Elinor Maze, graciously granted me access to newly transcribed interviews. Thanks to fortuitous timing, my work at Baylor began immediately after the donation of the papers of the Waco Alliance of Mexican Americans to the archives. Opening that file gave me the key to understanding how to consider the topic of bilingual education in a new way. 11 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Research in Texas and Michigan benefited from funding provided by the Gwen Frostic Research Fellowship, awarded by Western Michigan University. With this support for travel and research expenses, it became possible to conduct further archival work at several locations in Texas, including the University ofTexas at Arlington (UTA). During my visit to UTA, Ben Huseman's assistance with Ralph Yarborough's papers illuminated the Senator's role as chief sponsor of the landmark legislation. At the LBJ Library, the consummate professionalism of Claudia Johnson and Tina Houston enabled me to make the most of my time. Four research trips to Austin found Cynthia Beeman and Dan K. Utley of the Texas Historical Commission providing extraordinary logistical support and Southwestern hospitality of the highest order. For the discussion of the Ford Administration, frequent visits to the Gerald R. Ford Presidential Library in Ann Arbor, Michigan, allowed me to draw upon the Robert Teeter collection extensively with the able assistance of a fellow WMU graduate, Joshua Cochran. Material on the battle between Ford and Reagan for the Republican nomination in 1976 that signaled a period of dormancy for the moderate wing of the GOP comes largely from the Teeter files. In addition to research funded by these generous fellowships, a considerable portion of the sources used for the discussion of Kalamazoo in this project came from the holdings of the Western Michigan University's own Regional Archives and Local History Collection. Sharon Carlson and her staff provided indispensable assistance in helping me to uncover the experiences of Mexican-Americans in Kalamazoo. Elspeth Inglis of the Kalamazoo Valley Museum also played a key role in helping me with oral histories gathered in recent years. lll Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. I wish to express my gratitude to the faculty at Western Michigan University, where Buddy Gray, Chair of the History Department, sets a collaborative tone few administrators achieve, much less maintain. Lynne Heasley recruited me to assist with the National Endowment for the Humanities project she spearheaded with Fred Dobney.
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