This historical review explores the educational experiences of African Americans in North Carolina from slavery to the present-day achievement gap. Using a historical structural lens informed by Critical Race Theory, the study traces key periods including slavery, Reconstruction, Jim Crow segregation, desegregation following Brown v. Board of Education, the Coleman Report, and the implementation of federal education policies such as ESEA, NCLB, and ESSA. Oral histories and archival sources reveal that literacy was historically a tool of liberation, criminalized during slavery but fiercely pursued within Black communities. Segregated “Negro schools,” despite limited resources, fostered resilience and academic ambition. However, desegregation policies often led to the displacement of Black educators and the erosion of culturally affirming practices. Contemporary disparities in reading proficiency and school discipline, especially for African American males, underscore the enduring effects of systemic inequities. This review highlights the importance of culturally responsive teaching, community engagement, and educator diversity to improve literacy outcomes for African American students. By situating present-day challenges within a broader historical context, this study provides critical insights for transforming educational policy and practice in North Carolina and beyond.
">This historical review explores the educational experiences of African Americans in North Carolina from slavery to the present-day achievement gap. Using a historical structural lens informed by Critical Race Theory, the study traces key periods including slavery, Reconstruction, Jim Crow segregation, desegregation following Brown v. Board of Education, the Coleman Report, and the implementation of federal education policies such as ESEA, NCLB, and ESSA. Oral histories and archival sources reveal that literacy was historically a tool of liberation, criminalized during slavery but fiercely pursued within Black communities. Segregated “Negro schools,” despite limited resources, fostered resilience and academic ambition. However, desegregation policies often led to the displacement of Black educators and the erosion of culturally affirming practices. Contemporary disparities in reading proficiency and school discipline, especially for African American males, underscore the enduring effects of systemic inequities. This review highlights the importance of culturally responsive teaching, community engagement, and educator diversity to improve literacy outcomes for African American students. By situating present-day challenges within a broader historical context, this study provides critical insights for transforming educational policy and practice in North Carolina and beyond.
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This historical review explores the educational experiences of African Americans in North Carolina from slavery to the present-day achievement gap. Using a historical structural lens informed by Critical Race Theory, the study traces key periods including slavery, Reconstruction, Jim Crow segregation, desegregation following Brown v. Board of Education, the Coleman Report, and the implementation of federal education policies such as ESEA, NCLB, and ESSA. Oral histories and archival sources reveal that literacy was historically a tool of liberation, criminalized during slavery but fiercely pursued within Black communities. Segregated “Negro schools,” despite limited resources, fostered resilience and academic ambition. However, desegregation policies often led to the displacement of Black educators and the erosion of culturally affirming practices. Contemporary disparities in reading proficiency and school discipline, especially for African American males, underscore the enduring effects of systemic inequities. This review highlights the importance of culturally responsive teaching, community engagement, and educator diversity to improve literacy outcomes for African American students. By situating present-day challenges within a broader historical context, this study provides critical insights for transforming educational policy and practice in North Carolina and beyond.
