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dc.contributorCavanagh, Shannon
dc.contributor.advisorChristian, George
dc.creatorDoan, Katherine Anne
dc.date.accessioned2019-08-08T17:05:37Z
dc.date.available2019-08-08T17:05:37Z
dc.date.issued2019-05-01
dc.identifier.urihttps://hdl.handle.net/2152/75439
dc.identifier.urihttp://dx.doi.org/10.26153/tsw/2544
dc.description.abstractThis thesis examines the current demographics of Texas High School in Texarkana, U.S.A. and presents a historical narrative of school desegregation within the community to attempt to explain their composition. The historical narrative spans from the first lawsuit brought against Texarkana College’s system of segregation in 1952 to the public reaction to integration in the early 1970s, with a brief prelude explaining Texarkana’s history of slavery. This history was derived from school board meeting minutes, archived newspaper reports and interviews with students and teachers who experienced the transition firsthand. The conclusion finds that the legacy of school segregation must be considered a factor in the current racial composition of Advanced Placement courses.
dc.relation.ispartofPlan II Honors Theses - Openly Available
dc.subjectPlan II Honors Thesis
dc.subjectTexarkana
dc.subjectdesegregation
dc.subjectintegration
dc.subjectpublic schools
dc.subjecthistory
dc.titleEqual But Separated: Desegregation Of Texarkana Public Schools
dc.rights.restrictionopen


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