Date

5-2017

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

David Benders

Keywords

Critical Race Theory, Critical Theory, Desegregation, Integration, Massive Resistance, Social Cognitive Theory

Disciplines

Bilingual, Multilingual, and Multicultural Education | Curriculum and Social Inquiry | Education | Educational Assessment, Evaluation, and Research | Educational Psychology | Other Education

Abstract

The purpose of this case study was to explore the concerns about lower academic and social achievement of current Black students in Prince Edward County Public Schools where many local citizens believe were the results of public schools closing for five years from 1959-1964 and forced court ordered reopening. This single instrument qualitative study was conducted to gather greater knowledge from participants who had firsthand knowledge of the extended closure of public schools or reopening of schools over 50 years ago from former students, and community leaders. This researcher utilized face-to-face interviews, focus groups and extensive historical documentation to explore the residual effects from the five-year public school closure as to its impact on the accomplishments of Black children in Prince Edward County today. The information acquired from those sources were analyzed and categorized thematically as the data was collected and common themes were established. The social cognitive theory and critical race theory were the central focus of this study. There was no correlation discovered as to the achievement of current Black students due to the closure of public schools in that county. Further research study will be needed from Black and White participants for greater correlation of data from this historical event.