Research Question: 

How are  educational opportunities for African Americans from the 1930s to the present day represented in young adult literature?

Sources:

1. Baughman, Judith S. "The 1930s: Education: Overview." American Decades, vol. 4: 1930-1939. Gale, 2001. U.S. History in Context, link.galegroup.com/apps/doc/CX3468301121/UHIC?u=sand55832&xid=0354fefc. 1930s Education Overview.pdf  

2.  Maloney, Thomas. “African Americans in the Twentieth Century”. EH.Net Encyclopedia, edited by Robert Whaples. January 14, 2002.  <https://eh.net/encyclopedia/african-americans-in-the-twentieth-century/> 

3. <http://www.isr.umich.edu/williams/All%20Publications/DRW%20pubs%202000/racism%20and%20mental%20health.%20the%20African%20American%20experience.pdf>

4. Turner, Kara Miles. “‘Getting It Straight’: Southern Black School Patrons and the Struggle for Equal Education in the Pre- and Post-Civil Rights Eras.” The Journal of Negro Education, vol. 72, no. 2, 2003, pp. 217–229. Geting It Straight-Southern Black School Patrons and the Struggle for Equal Education.pdf  

5. Brueggemann, John. “Racial Considerations and Social Policy in the 1930s.” Social Science History, vol. 26, no. 1, 2002, pp. 139–177. Racial Considerations and Social Policy in the 1930s.pdf

6. Ensign, Jacque. “Subsequent Educational and Professional Attainment of Black and White Students from Two Segregated Schools.” The Journal of Negro Education, vol. 71, no. 4, 2002, pp. 331–346. Journal of Negro Education.pdf

7. Jargowsky, Paul A. “Segregation, Neighborhoods, and Schools.” Choosing Homes, Choosing Schools, Edited by Annette Lareau and Kimberly Goyette, Russell Sage Foundation, 2014, pp. 97–136, www.jstor.org/stable/10.7758/9781610448208.9.  Segregation.pdf

8. Constantine, Madonna G., and Sha'Kema M. Blackmon. “Black Adolescents' Racial Socialization Experiences: Their Relations to Home, School, and Peer Self-Esteem.” Journal of Black Studies, vol. 32, no. 3, 2002, pp. 322–335., www.jstor.org/stable/3180866.   Black Adolescents' Racial Socialization Experiences 2002.pdf

9.Keyword YA.pdf

10. MultiracialExperiencesinLiteratureforChildren.pdf

11. "Teaching Social Justice Through Young Adult Literature".pdf

12. http://www.aft.org/periodical/american-educator/summer-2004/jim-crows-schools 

13. “Segregation in Public Schools. A Violation of ‘Equal Protection of the Laws.’” The Yale Law Journal, vol. 56, no. 6, 1947, pp. 1059–1067., www.jstor.org/stable/792949. Equal protection of the law.pdf

Sample Annotation:

Ensign, Jacque. “Subsequent Educational and Professional Attainment of Black and White Students from Two Segregated Schools.” The Journal of Negro Education, vol. 71, no. 4, 2002, pp. 331–346

The main argument in this article was represented by seeing if segregated schools had any similarities or differences in the 1930's and 1940's. This article compared the education and professional attainment of the students from an all black school or white school.  Each school had the same location, quality teachers, basically the same school building, allowing for each student in this area to gain a quality education. This articles argued that the black school better prepared students for the future. Even though the white school had better quality "stuff", the black students ended up with better quality education. The white students described in the article did not rely on education as much as the black students did. The black students knew that being educated was their only way to make a life for themselves. 

The information in this article is semi-reliable because they initially tried digging through old records, school board minutes, history of the county, superintendent of schools' monthly reports and county archive records, but only could find a few yearly references in school board minutes of teachers names and salaries and a few land and rare documents. So they instead had to lean on oral interviews of former students and teacher that previously attended over 60 years ago. They interviewed students from both schools( they were in their 60's-70's) and three teachers from the white school (they were in their 80's). No teacher was living from the black school.  5 students from the black school and 5 students from the white school was interviewed. 

This article will be helpful to me because i can use the descriptions from the students to tie into my paper how the black and white schools funding and learning materials was suppose to be the same, but actually was lacking for the black school. I can also use the referencing of how the black students used and appreciated their education more so than the white students. 

Rough Draft of Annotated Bib:

This historical overview and annotated bibliography explores the progression in scholarship on how the educational opportunities for African Americans from the 1930s to the present day are represented in young adult literature. Scholars have not dealt with this topic in a single, coherent way, however both segregation and race in children's literature have been represented separately. Scholars in the early 1940s were analyzing the rationale behind segregation and desegregation using primary documents on both sides. In the 2000s, scholarship on this topic revived dramatically and there has been a continued interest in establishing the mindset and cultural context for segregation, although assumptions about the justice of segregation have changed. More recently, scholars have looked at desegregation as an outlet that allowed for African Americans to succeed in the same manner as a white American. Similarly, children's literature about race has been concerned with rep the past (expand??). oung adult literature about race has always represented the trying times they experienced.

            Scholars from the mid-1940s published articles stating that separate but equal was not a violation under any equal protection laws. These articles proved that African Americans were still not eligible for the same type of education provided to a white person (The Yale Law Journal, 1947).  Research in the early 2000s shows that in the 1930s the white population made assumptions that the blacks were incapable of receiving and understanding such high quality education. The scholarly articles stated that black students could not “hold back” the learning processes of the white children. Through research in the early 2000s, the differences in educations of those that went to an all-black school compared to an all-white school shows significant results that the students education varied (Baughman, 2001). Jacque Ensign completed research to compare the differences in education by interviewing students that attended either all black or white school in the 1930s. Results from this study showed that African Americans did not receive the quality education that was supposed to be given to the students. (Ensign, 2002). Within the last few years until now, scholarship has been reviewed in the same way as it was in the 1940s along with the early 2000s. Each scholarly article found places emphasis on the differences in the equalities of education during the 1930s (Jargowsky,2014). The progression of scholarship based on the educational opportunities for African Americans has not moved on since the early 1940s.  

     Paragraph on children's lit representing the past. Approaches?? 

     Conclusion: your thoughts about why scholarship has not had a clear linear evolution on these topics. Why do we continue to try to understand past mindsets? That seems like beating a dead horse UNLESS there's a compelling reason to stay focused on this. 

Ensign, Jacque. “Subsequent Educational and Professional Attainment of Black and White Students from Two Segregated Schools.” The Journal of Negro Education, vol. 71, no. 4, 2002, pp. 331–346 

The main argument in this article was represented by seeing if segregated schools had any similarities or differences in the 1930's and 1940's. This article compared the education and professional attainment of the students from an all-black school or white school.  Each school had the same location, quality teachers, basically the same school building, allowing for each student in this area to gain a quality education. This articles argued that the black school better prepared students for the future. Even though the white school had better quality "stuff", the black students ended up with better quality education. The white students described in the article did not rely on education as much as the black students did. The black students knew that being educated was their only way to make a life for themselves. 

The information in this article is semi-reliable because they initially tried digging through old records, school board minutes, history of the county, superintendent of schools' monthly reports and county archive records, but only could find a few yearly references in school board minutes of teachers names and salaries and a few land and rare documents. So they instead had to lean on oral interviews of former students and teacher that previously attended over 60 years ago. They interviewed students from both schools (they were in their 60's-70's) and three teachers from the white school (they were in their 80's). No teacher was living from the black school.  5 students from the black school and 5 students from the white school was interviewed. 

This article will be helpful to me because i can use the descriptions from the students to tie into my paper how the black and white schools funding and learning materials was supposed to be the same, but actually was lacking for the black school. I can also use the referencing of how the black students used and appreciated their education more so than the white students. 

Maloney, Thomas. “African Americans in the Twentieth Century”. EH.Net Encyclopedia, edited by Robert Whaples. 2002. 

The main argument in this article shows the progression that the African Americans have made from the 1900s to 1990s. This article uses tables to present the characteristics of African Americans and whites during a given time period. The tables showed where majority of the African Americans lived, if they owned their homes, what type of occupation they had, and if their children went to school. African Americans did not receive full-rights right away once slavery was abolished. Many Supreme Court cases helped with providing legal boundaries for what the African Americans were allowed to do. In this article they categorized the years based on what an African American was legally allowed to do. The years 1900s-1915, African Americans were still looked at as property. They still worked for a plantation owner. By 1916-1964, African American migrated North for better jobs, pay and opportunities. In the beginning of 1965-1999, the Civil Rights Act banned any type of segregation of any race. By the end, the black and white Americans were both equal in job, pay and any other opportunities.

The information in this article is very reliable because the statistical information given is based on the Census during each giving time period. The Census provided adequate evidence based on the differences between an African American and a white person regarding where they lived, what their occupation was, what they owned, and if their children were educated. This article will be helpful for me because I can use the statistical information in my paper stating the differences of education each child received based on the time period.

“Segregation in Public Schools. A Violation of ‘Equal Protection of the Laws.’” The Yale Law Journal, vol. 56, no. 6, 1947, pp. 1059–1067. 

The main argument in this article states that segregation in public schools is not a violation under the any equal protection laws. This article uses previous Supreme court cases to show prove that separate school systems was not unconstitutional because each school should be equal. The term separate but equal used in this articles was how each school was supposed to be treated, however the equality did not coexist in reality.

The information in this article is reliable because the author researched the statistical factors that stated the differences in average expenses among an African American and a white person within a school system. In 1939-42 the teacher ratio for white was 28.6 students to one, however for African Americans it was 36.1 to one. This information provided also showed the differences in salaries and in the teaching equipment between the two schools. This article will be helpful to me because I can use the information given to show the statistical difference between an African American education experience from a white student’s experience.

Baughman, Judith S. "The 1930s: Education: Overview." American Decades, vol. 4: 1930-1939. Gale, 2001. U.S. History in Context. 

The main argument in the article described that public schooling was essential in the 1930s. Becoming an educated person would allow for more opportunities throughout life. Graduating from college meant higher waged jobs and wealth, however, not very person that attended public school would qualify in get into a college. The educational status for an African American during this time was not equal to a white education opportunity.

The information in this article is not reliable because there was no statistical information or proven facts. Everything in this article was based out historical context. This article could be helpful to me by using the history of the issue within my paper.

Chaudhri, Amina & Teale, William. “Stories of Multiracial Experiences in Literature for Children, Ages 9-14”. Children’s Literature in Education, 2013. 

The main argument in this article analyzed novels that were published in the years 2000- 2010 that featured mixed raced characters. These novels that are available for the children to read are to influence the child’s growth in understanding the different racial backgrounds. Authors of these mixed raced books use the different types of heritages as the main point in their books.

The information in this article is reliable because they compared 90 different novels in the category of: mixed race stories for children between the ages 9-14. The books were placed in two different analysis categories based on identifying patterns in specific elements of the book and describing the books representation of mixed raced identity in children’s literature. This article will be useful for my paper because my author for my close reading paper is considered an author who writes about these mixed raced characters. 

Rubric for Annotated Bib.:

Name: _________________________________________________________________________

Annotated Bibliography and Historic Overview Rubric

Full participation in Rough Draft Workshop and Conferences (Yes) (No – loss of 10%): ______________

Annotated Bib Final paper