THE CONTRIBUTIONS OF AFRICAN-AMERICAN WOMEN TO EDUCATION IN OKLAHOMA .By KAREN M. SCOTT CLARK Bachelor of Science lllinoi.s State University Normal, Illinois 1975 Master of Education University of Central Oklahoma · Edmond, Oklahoma 1986 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, 1996 © COPYRIGHT By Karen M. · Scott Clark December, 1996 THE CONTRIBUTIONS OF AFRICAN-AMERIPAN WOMEN TO EDUCATION IN OKLAHOMA Thesis Approved: (J,, J . ~-r '""°~~iser ii ACKNOWLl:OGEMENTS I would like to express my deepest love and appreciation to my dearest husband, Ronald and my four children, sons Darian, Kyle, and Bryant, and my daughter Ariel for their love, support, and patience during this major undertaking. With out their encouragement I could not have achieved my goal. I want to express my appreciation to my advisor Dr. Bruce Petty for his expert guidance, support, patience and encouragement throughout my graduate work. ·1 also want to thank my doctoral committee Dr. Lynn Arney, Dr.William Segall, and Dr. J.ohn Steinbrink who allowed me to be creative with this study and for lending their expertise and guidance for this research. There are other individuals who were instrumental in helping me during my graduate studies and in assisting me with obtaining information for my study. I would like to thank Jake Lowrey, my supervisor at the State Department of Education, who allowed me flex time to attend my classes in Stillwater, a 120 mile round,.trip commute for me. I would like to thank Pa.ul_ette Black who helped me gather current educational information for my comprehensive exams. I would like thank Angela Pegues who provided me information on her mother Dr. Wennett Pegues. I would also like to thank the staffs of the State Historical Society Library, The Oklahoma Department of Libraries, Ralph Ellison Library in Oklahoma City, and The Melvin B. Tolson Library at Langston University. A special thanks goes to Dr.Alberta Mayberry, who was the Director of the Langston University Library in 1993 and came to my assistance in getting valuable information in a hurry. iii DEDICATION This study is dedicated to the African-American women in my family, past and present, who have instilled in me a love of self, a love of learning, and a desire to succeed despite the odds .. I am dedicating this work to my mother, Dolores Marie Purnell Scott; my grandmothers, Myrtle Bertrand Purnell and Carrie Walker Scott; my great-grandmothers, Julia Farzan Bertrand, and Lucy Walker; my great-great grand mother Katie Mary Crawford, a former slave; my aunts Juanita Pu.rnell Melton, Carnell Purnell, and Mary Scott; my great- aunt Inez Bertrand Gayles and my great-gr~at-great-grandmother Lizzie Bertrand who came to the United States from Santo D0n1ingo and started the proud heritage I come from. SPECIAL DEDICATION A special dedication goes to the African-American women featured in this study and to all African-American women educators .. Their impact on the education of Blacks has been important and crucial. Without their struggles, their dedication, and their perserverance, we could not have achieved, beyond our wildest dreams, an equal chance for knowledge and the ability to participate in American society. I would also like to dedicate this research to my father, Robert J. Scott, who died in 1991, and was very instrumental in encouraging me to pursue my goals and knew I would some day make it to the "mountain top." iv TABLE OF CONTENTS Chapter Page I. Introduction 1 Problem 1 Purposes 2 Definition of Terms 3 Methodology and Data Collection · 4 Data Analyis . 6 II. Historical and Contemporary Context 8 Pre-Statehood · 8 The Establishment of Langston University 12 Statehood to World War 11 . 14 The Tulsa Race Hiof 15 Laws. Regulat,il)g the. Educ9,tiqn of Blacks. 16 Langston University 19 The Normal Department . 19 The High School Department 20 Department of Domes..tic Economy 22 Female Uniforms 22 Campus Organizations for Women 22 Langston Women Educators 23 lda,Rowland Bellegarde 24 Zella J. Patterson Black 25 ldabell Juanita .Cotton 26 Elmyra Richardson Todd Davis · 27 Larzette Golden Hale 27 Wennette West Pegues 28 Menfha Mitchell Varner 30 Ill. Eight African-American Women 32 Background . 32 Ada Lois Sipuel Fisher 34 Nancy Randolph Davis 42 Clara Luper . 45 Sylvia A. Lewis 52 Dr. Betty G. Mason 55 Dr. Jean Bell Manning 57 V Thelma R. Parks 60 Ruby Hibler Hall 63 Overview 61. IV. Research Design 68 Sample ·68 Procedure 68 VI. Results and Conclusions 70 Bibliography. 96 Appendices Appendix A The filming of the Video 99 Appendix B The. Script of the Video 103 Appendix C Domain Analysis Worksheets 121 vi CHAPTER I INTRODUCTION African American history and culture in Oklahoma are both rich and exciting. Throughout America, African Am_ericans have traditionally put a major emphasis on education as a way to enjoy economic independence and full citizenship. This was also true in Oklahoma. African Americahs overcame ·... ;. ' many obstacles .to gain equal opportunities for education. African-American women were in the forefrontof this battle and made indelible marks on the educational progress of Oklahoma. Certainly, there is much in the history and present position of African-American women in education that is worthy of research and study. The findings of this study can have major importance to the education of African Americans, other minorities, and the general population of Oklahoma. PROBLEM The contributions African American men and women have made to the growth and development of Oklahoma have been both significant and beneficial. However, the documentation of these contributions has been quite few in comparison to the documentation concerning Whites and Native Americans. In particular, the contributions of African-American women have received_ little more than footnotes and postscripts. Unfortunately, from a 1 preliminary search for information, it appears that no formal study on the contributions that African-American women have made to education in Oklahoma has been done. It is important to make visible thcJse women who have traditionally and historically been invisible. Their awesome and compelling stories must be told because they emphasize the great potential we all have to change conditions that severely restrict the progress of a major segment of American society. It is important to collect data regarding the struggles and brilliant strategies African-American women have put forth to gain equal access to educational OPPQQUnities in this state. It is important to show how education for African Americans in Oklahoma is imperative to economic growth and security; to show the impact African~American women have had on the educational structure of Oklahoma for its Citizens; and to show how their trailblazing spirit influenced current edu.catiqnalopportunities in Oklahoma. •,, . ,... .·' . .. PURPOSES The purpose of this study is to document, the contributions that African­ American women have made to education in Oklahoma and to tell the stories of how these women took risks to create an extraordinary movement that allowed equal access to educational 9pportunities for all Oklahoma citizens. It is important to examine how these women used the American system of law to effect changeusing the Nation's highest law, the Constitution of the United States. That document became a tool that an African-American woman used to break down the barriers of segregation at a state facility of higher education. Another purpose of this study is to produce a video documentary featuring eight African-American women whose stories capture the essence of 2 the struggle for educational equality in Oklahoma. By capturing their stories visually, one can gain a better understanding of the facts while experiencing the spirit that drove them to better their lives while bettering the lives of others. The overall purpose of this study is to illustrate how these African­ American women have shown dedication, tenacity, and courage in fighting for the basic right to receive an equal education and how the State of Oklahoma is better because of their struggle and accomplishments. DEFINITION OF TERMS The following are terms used in this research. African American (Black, Negro, Colored.) Members of a minority group in America with African ancestry (Merriam Webster, 1994). Native American (American Indian.) A member of the aboriginal people of America or of any of the aboriginal North, South, and Central America stocks. Usually excluding the Eskimos (Merriam Webster, 1994). Anglo American/White American. Refers to the majority of Americans whose ancestry is English specifically and European generally (Merriam Webster, 1994). Five Civilized Tribes of Oklahoma. Choctaw, Chickasaw, Cherokee, Creek, and Seminole Indian tribes who occupied Indian Territory around 1817. They were removed to the area that became Oklahoma from the southeastern United States. Each of these tribes included some African Americans, some slaves and some free men and women (Aldrich, 1973). Separate-but-Equal. Separate schools for White and Black children with like accommodations (Aldrich, 1973). 3 Jim Crow Laws. The practice and policy of segregation and discrimination against African Americans (Aldrich, 1973). Segregation. Separation of the races (Aldrich, 1973). Freedman. Blacks who were freed from slavery (Aldrich, 1973). METHODOLOGY AND DATA COLLECTION This is a qualitative study with historical significance that helps us to understand the status of equal educational opportunities in Oklahoma. The methodology used in this study is the long interview. According to Grant McCracken the long interview "is one of the most powerful methods in the qualitative armory. For certain descriptive and analytic purposes, no instrument of inquiry is more revealing (1988: 9)". The long interview method was chosen because it allows for the opportunity to delve into the minds, lives and experiences of the African­ American women who ~ffected the changes in Oklahoma education and to capture the reasons that inspired.them to make such bold achievements (McCracken, 1988: 10).