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[identification of item], [box #, folder #], A Guide to School Integration in Waynesboro, Virginia, from an African-American Perspective oral histories, 2001, SdArch 0024, Special Collections, James Madison University, Harrisonburg, Va.
Collection was donated on March 26, 2002 by Vivian Owens.
Collection was originally cataloged at the item level; the descriptive metadata was compiled into a finding aid format in 2022.
Rosenwald schools were built across the south for advancements in Black education. Two locations were built in Rockingham County and served a large portion of the Black community in the area. The schools remained segregated until the Brown v. Board of Education ruling in 1954. During the 1960s, the schools became integrated.
The collection comprises five interviews detailing the integration of the school system in Waynesboro, Virginia. The interviews focus on school life and the transition from Rosenwald School to Kate Collins Middle School and Harrisonburg High School. They focus on socio-economic differences between students, the impacts of integration, and participation in school programs.
Vermel Grant speaks to aspects of school integration, such as Homecoming Court, and how the integration impacted her secondary education experiences. She also discusses her mother's experiences as Rosenwald School in the 1930s. Carolyn Redd talks about integration, the popular teen radio stations, and segregated movie theaters. Deborah Sease Allen talks about the arrival of white students to Rosenwald School in the 1960s and the impacts on social values for students based on socio-economic status. Susan Rose talks about changes in curriculum and teaching styles after integration as well as her thoughts the issues facing contemporary black students. Blanche Victoria Williams also talks about how the curriulum changed and mentions extracurriculars she partook in such as cheerleading, basketball, and chorus.
Records the reminiscences of Vermell Grant, who was a junior high school student in Waynesboro, Virginia in the mid 1960s, during the time of school integration. Describes her early life and family. Mentions attending both integrated and segregated schools as a prior to nationwide public school desegregation in 1966. Recalls leaving the all black Rosenwald School for Kate Collins Middle School. Discusses Rosenwald student experiences regarding integration. Speaks briefly of popular high school haunts, and activities, such as the Homecoming Court. Reflects on the impact of school integration on her secondary education experiences. Describes her mother's experiences as a student at the Rosenwald School in the 1930s, especially the importance of the Parent League, a precursor to the PTA, to meeting the financial needs of that school.
Records the reminiscences of Carolyn Redd, who was a junior high school student in Waynesboro, Virginia, in the mid 1960s, during the time of school integration. Describes her early life and family. Recalls leaving the all black Rosenwald School for Kate Collins Middle School. Remarks on student life at both Kate Collins and Waynesboro High School. Compares various aspects of school life under segregated and integrated systems. Briefly mentions popular teen radio stations of the day, segregated movie theaters, and desegregated lunch counters. Discusses her enrollment at Blue Ridge College and subsequent graduation from James Madison University.
Records the reminiscences of Deborah Sease Allen, who was an elementary school student in Waynesboro, Virginia in the mid 1960s, during the time of school integration. Describes the arrival of white students and teachers at her school, the formerly all black Rosenwald School, in her fifth grade year. Compares the teaching styles of several teachers . Discusses her experiences at Kate Collins Middle School. Comments on socio-economic differences between students, interracial tensions, and long lasting friendships. Recalls various aspects of student life at Waynesboro High School, including faculty, staff and classmates. Relates her experiences in Upward Bound program sponsored by the University of Virginia, which prepares low-income students for post-secondary education. Closes with a discussion of her graduation from the Washington Business School and her reflections on school integration and its effects on herself and her peers.
Records the reminiscences of Susan Rose, who was a high school student in Waynesboro, Virginia in the mid 1960s, during the time of school integration. Recalls leaving the all black Rosenwald School for Waynesboro High School. Discusses differences in the curriculum and teaching styles between the two schools. Mentions her academic experiences and her participation in band, chorus, and track. Recalls popular pastimes, extracurricular activities, and student attitudes regarding interracial friendships and dating. Compares various aspects of school life under segregated and integrated systems. Briefly mentions the distributive education program at Waynesboro High designed to allow students to gain work experience by holding part time jobs during school hours. Closes with her thoughts on issues facing contemporary black students and black culture.
Records the reminiscences of Blanche "Vicky" Williams, who was a high school student in Waynesboro, Virginia in the mid 1960s, during the time of school integration. Recalls leaving the all black Rosenwald School for Waynesboro High School. Discusses differences in the curriculum and teaching styles between the two schools. Mentions her academic experiences and her participation in cheerleading, basketball and chorus. Recalls popular pastimes, haunts, and extracurricular activities, such as the Junior Variety Show and school sports teams. Compares various aspects of school life under segregated and integrated systems. Includes comments by Jean McGuffin, who was a senior at Rosenwald at the time of desegregation, who opted to graduate from that school. Closes with shared recollections of student experiences with the integration process.