The Perils And Prospects Of Southern Black Leadership

Compiled in this volume is the most significant accumulation of works on the subject of African American leadership to date. As the field of leadership studies continues to grow, this timely work contributes to an understanding of the activities of those people and organizations that have been leaders of people of African descent and have contributed to the cultural and political affairs of the black community, as well as the representation of the black community in mainstream American life. The annotated entries cover a variety of works on subjects such as dedicated black leadership studies, local descriptions and analyses, biographies, leadership organizations, and audio-visual materials. This reference is an important contribution to the field of leadership studies in general, and African American leadership in particular, and will serve as a valuable research tool for educators and practitioners alike. The entries are organized into six sections, which offer a broad overview of the various aspects of African American leadership. Part I, Critical Studies and Appraisals, focuses on the history of works dedicated to both national and local leaders and their politically relevant activities. The next section, Local Leadership Studies, is organized around black leaders who served local communities and the various issues they addressed. Part III looks at relevant social movements and ideologies that have highlighted the activities of black leaders. Individual leaders who have made contributions to the political life of the black community are included in Part IV, while leadership organizations are highlighted in Part V. The concluding section of the volume looks at available audio-visual materials. A thorough index rounds out the bibliography.

Black college presidents in the era of segregation walked a tightrope. They were expected to educate black youth without sufficient state and federal funding. Yet in the African American community they were supposed to represent power and influence and to be outspoken advocates of civil rights, despite the continual risk of offending the white politicians on whom they were dependent for funding. The dilemmas they faced in balancing these conflicting demands have never been fully examined. Gerald Smith's study of the long-time president of Kentucky State College helps fill that void. From 1929 to 1962, Rufus Ballard Atwood served as president of Kentucky State. As chief administrator of the state's foremost black institution, he worked closely with black educational organizations and was often chosen by whites to represent the African American community on various boards and commissions. These appointments gave him access to the state's political and educational power structure, and Atwood proved to be a skilled diplomat; but his influence was frequently at risk. In his ground-breaking study, Smith examines Atwood's political relationships with state officials and his efforts to improve education for African Americans in Kentucky and the nation. He also appraises Atwood's contributions to Kentucky State and his relationship with faculty and students, and evaluates his contributions to the civil rights movement in Kentucky. Most important, Smith compares Atwood's style of leadership and the circumstances he confronted in Kentucky with those of black college presidents in other southern states. A Black Educator in the Segregated South offers an important look at a complex role played out by a remarkable man in an era of change and conflict.

A fascinating chronicle of how the character of American society revealed itself under the duress of World War II The Second World War exists in the American historical imagination as a time of unity and optimism. In 1942, however, after a series of defeats in the Pacific and the struggle to establish a beachhead on the European front, America seemed to be on the brink of defeat and was beginning to splinter from within. Exploring this precarious moment, Tracy Campbell paints a portrait of the deep social, economic, and political fault lines that pitted factions of citizens against each other in the post–Pearl Harbor era, even as the nation mobilized, government†‘aided industrial infrastructure blossomed, and parents sent their sons off to war. This captivating look at how American society responded to the greatest stress experienced since the Civil War reveals the various ways, both good and bad, that the trauma of 1942 forced Americans to redefine their relationship with democracy in ways that continue to affect us today.

Offering a fresh look at interracial cooperation in the formative years of Jim Crow, The Uplift Generation examines how segregation was molded, not by Virginia’s white political power structure alone but rather through the work of a generation of Virginian reformers across the color line who from 1900 to 1930 engaged in interracial reforms. This group of paternalists and uplift reformers believed interracial cooperation was necessary to stem violence and promote progress. Although these activists had varying motivations, they worked together because their Progressive aims meshed, finding themselves unlikely allies. Unlike later incarnations of interracialism, this early work did not challenge segregation but rather helped to build and define it, intentionally and otherwise. The initiatives—whose genesis ranged from private one-on-one communications to large-scale interracial organizations—shaped Progressivism, the emergence of a race-conscious public welfare system, and the eventual parameters of Jim Crow in Virginia. Through extensive use of personal papers, newspapers, and other archival materials, The Uplift Generation shares the stories of these fascinating—yet often forgotten—reformers and the complicated and sometimes troubling consequences of their work.

Scholarship has portrayed A. Philip Randolph, an African American trade unionist as an atheist and anti-religious. Taylor places him within the context of American religious history and uncovers his complex relationship to African American religion.

Like many black school principals, Ulysses Byas, who served the Gainesville, Georgia, school system in the 1950s and 1960s, was reverently addressed by community members as "Professor." He kept copious notes and records throughout his career, documenting efforts to improve the education of blacks. Through conversations with Byas and access to his extensive archives on his principalship, Vanessa Siddle Walker finds that black principals were well positioned in the community to serve as conduits of ideas, knowledge, and tools to support black resistance to officially sanctioned regressive educational systems in the Jim Crow South. Walker explains that principals participated in local, regional, and national associations, comprising a black educational network through which power structures were formed and ideas were spread to schools across the South. The professor enabled local school empowerment and applied the collective wisdom of the network to pursue common school projects such as pressuring school superintendents for funding, structuring professional development for teachers, and generating local action that was informed by research in academic practice. The professor was uniquely positioned to learn about and deploy resources made available through these networks. Walker's record of the transfer of ideology from black organizations into a local setting illuminates the remembered activities of black schools throughout the South and recalls for a new generation the role of the professor in uplifting black communities.