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THE DESEGREGATION of a HISTORICALLY BLACK HIGH SCHOOL in JACKSONVILLE, FLORIDA By UNF Digital Commons UNF Graduate Theses and Dissertations Student Scholarship 1998 The esegD regation of a Historically Black High School in Jacksonville, Florida Judith Bockel Poppell University of North Florida Suggested Citation Poppell, Judith Bockel, "The eD segregation of a Historically Black High School in Jacksonville, Florida" (1998). UNF Graduate Theses and Dissertations. 74. https://digitalcommons.unf.edu/etd/74 This Doctoral Dissertation is brought to you for free and open access by the Student Scholarship at UNF Digital Commons. It has been accepted for inclusion in UNF Graduate Theses and Dissertations by an authorized administrator of UNF Digital Commons. For more information, please contact Digital Projects. © 1998 All Rights Reserved THE DESEGREGATION OF A HISTORICALLY BLACK HIGH SCHOOL IN JACKSONVILLE, FLORIDA by Judith Bockel Poppell A dissertation submitted to the Department of Educational Leadership in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership UNIVERSITY OF NORTH FLORIDA COLLEGE OF EDUCATION AND HUMAN SERVICES October, 1998 Unpublished work c Judith Bockel Poppell APPROVAL PAGE The dissertation of Judith Bockel Poppell is approved: Date Signature Deleted Signature Deleted Signature Deleted Signature Deleted Co mittee Chairperson Accepted for the Program: Signature Deleted Accepted for the Division: Signature Deleted Accepted for the College: Signature Deleted Accepted for the University: Signature Deleted Dean of Graduate tudles Acknowledgments In 1985, I accepted a position as Director of Pupil Accounting with the Duval County Public Schools in Jacksonville, Florida. Shortly after assuming the job, I learned that I would be assisting legal counsel in the school district's attempt to gain unitary status and find relief from the long standing desegregation order. As the office with custodial responsibility for the student aSSignment, enrollment and racial balance data of the school district, my staff and I were intimately involved in the legal proceedings. This involvement led to my ultimate interest in this research topic. Subsequent events over the next several years and frustration over failure to achieve lasting desegregation at William Raines High School prompted a yearning to know more. A professional association with Dr. Andrew Robinson, the school's founding principal, and several of the original faculty members had provided some insight into the rich history of Raines High School. Later partiCipation in and responsibility for the school system's desegregation efforts shed some light into the unique culture of the school and its community. Many questions remained that could only be answered by those who were part of the school's history. This research is the result of the author's attempt to learn more. Most especially, I wanted to know about the events and perspectives of those who experienced that period of Jacksonville's desegregation history. This dissertation would not have been possible without the aSSistance of many people. Without the cooperation and support of the former students, parents and faculty III members of William Raines High School, it would have been impossible to capture the events surrounding the school's desegregation with any degree of personal recollection and insight. All of the partiCipants were willing and open to tell their stories and assisted me in identifying other potential interviewees. They welcomed me into their homes and businesses and shared their warm hospitality along with their memories. Some even contributed personal memorabilia to the effort. Sharing the very personal, and often painful, recollections of the partiCipants was a humbling experience. I will be forever grateful to them for their openness and trust. This research effort owes so much to my committee. My chair, Dr. Katherine Kasten, has guided and supported my work at every step. The research result is infinitely better because of her counsel. I will be forever grateful to Dr. Kasten as a mentor and a friend. The support of Dr. Warren Hodge, Dr. Dan Schafer and Dr. Pritchy Smith will also never be forgotten. Thank you. Many friends and colleagues assisted me in the research process. 1 am especially grateful to Bonnie Susan Cole for ably transcribing the audio taped interviews with the participants. I would also like to thank Dr. Sally Hague for her support, encouragement and technical assistance. Others who aided me in this effort include Ms. Eris Northern and Ms. Laurice Hunter, to whom I am immensely indebted. The cohort model for doctoral work at the University of North Florida provided support and encouragement to complete the requirements for this degree. Close friendships were made with others in the cohort who shared the same demands on time and energy. I am especially appreciative of Dr. Madeline Cosgrove, Dr. John Luciano, Dr. William Boyd, and David Gilmore who served as friends and colleagues throughout tv the course of the program and inspired me to see this work through. Many thanks to you all. Most of all, lowe so much to the sacrifices of my family. They have all endured a great deal in order to assist me in my efforts. I would like to express my love and appreciation to my sons Rick and Jeff for their confidence in their mother. To my wonderful husband, Ron, your support and encouragement has been the greatest of all. You gave me the time and space that I needed to complete my work and did so with patience and love; , hope that I have made you all proud. v T able of Contents Acknowledgments . .. iii List of Tables . " x Abstract . xi CHAPTER Introduction to the Study . .. 1 Purpose of the Study ................................ , 10 Significance of the Research .......................... , 12 limitations of the Study .... .. 14 Summary .......................................... 16 CHAPTER II Review of the Literature . .. 19 Historicalliterature .................................. 21 Major Court Decisions . .. 21 Florida's Desegregation History . .. 29 The National Scene in the 1970s . .. 41 Desegregation in Florida after 1969 . .. 45 Desegregation and the Duval County Schools . .. , 49 Evaluative literature ................................. 59 Desegregation and Academic Achievement . ..... , 60 VI Long-Range Benefits of Attending Desegregated Schools ...................................... 65 Desegregated Schooling and the Self-Esteem of Black Students ................................ 68 Racial Stereotypes and Interracial Relations . .. 70 School Desegregation Research and Issues ............... 72 Summary .......................................... 74 CHAPTER 11\ Research Methodology . .. 76 Context ........................................... 77 Research Site ...................................... 78 Data Sources . .. 80 Methodology ....................................... 85 Data Analysis . ., 88 Summary .......................................... 88 CHAPTER IV The Desegregation of William Raines High School 1965-1975 .............................................. 90 William Raines High School . ..... , 92 1965-1970 . .. 101 vn Events Leading to Implementation of the Desegregation Order . .. 101 The Beginning of Faculty and Student Desegregation . .. 111 Duval County, 1971 ................................. 131 William Raines High School, 1971-1972 ................. 137 Racial Disturbances at Ribault High School ............. " 171 1972-1975 . .. 180 CHAPTER V Conclusions and Implications ............................. " 193 Emergent Themes in the Study ........................ 194 School Pride and the Legacy of Ichiban . .. 194 Extracurricular Activities and Social Life ............ 195 Academics .................................. 196 Parental Involvement. .. 196 Fear and Apprehension ......................... 197 Resistance .................................. 198 Evaluation and Critique .............................. 199 The Success of Raines as a Segregated School .................................... " 199 The Success of Raines as a Desegregated School ...................................... 200 VIII Leadership .................................. 200 The Culture of Excellence . .. 202 Parent and Community Involvement ............... 203 The Failure of Efforts to Desegregate Raines ............. 204 Conclusions and Implications of the Study . .. 205 Appendices . .........................217 References . .. 221 Vita .............................................................. 233 IX LIST OF TABLES Iables Pg 1. High School Enrollment by Age, Race and Southern State, 1933-1934 ............................................ 35 2. Blacks in All-Black Schools and Majority White Schools in the South: Fall, 1968, 1970 ........................................ 43 x Abstract This historical study examines the desegregation of a historically African- American high school during the period between 1965-1975. The Mims v. The Duval County School Board (1971) decision brought about radical changes in the operation of the Duval County Public Schools. The mass transfer of teachers and reassignment of students as a result of the federal judge's order in this case resulted in a school system that was dramatically different from the one that previously existed. The author seeks to determine why the desegregation of William Raines High School was short-lived and questions the continued effort of the school system to desegregate this school. The author conducted a multi-faceted investigation to answer the research questions. Following a case
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