This book explores a profoundly negative narrative about legally segregated schools in the United States being "inherently inferior" compared to their white counterparts. However, there are overwhelmingly positive counter-memories of these schools as "good and valued" among former students, teachers, and community members. Using interview data with 44 former teachers

Implications of Race and Racism in Student Evaluations of Teaching argues that, disaggregated by race, faculty of color overwhelmingly receive poorer student evaluations of teaching when compared to their white counterparts. This practice complicates racial diversity efforts given that many institutions use SETs to make promotion and salary decisions.

This two-volume set is a thematically-arranged encyclopedia covering the social, political, and material culture of America during the Jim Crow Era. • Gives readers hard to find but important details about the daily lives of African Americans during the Jim Crow era • Offers insights based on social history into

Concerned scholars and educators, since the early 20th century, have asked questions regarding the viability of Black history in k-12 schools. Over the years, we have seen k- 12 Black history expand as an academic subject, which has altered research questions that deviate from whether Black history is important to

In 1978, V. P. Franklin and James D. Anderson co-edited New Perspectives on Black Educational History. For Franklin, Anderson, and their contributors, there were glaring gaps in the historiography of Black education that each of the essays began to fill with new information or fresh perspectives. There have been a