The discovery of southern childhoods: psychology and the transformation of schooling in the Jim Crow South.
Although the psychology of race in America has been the subject of significant research, psychological science in the principal region of racial interaction before Brown v. Board of Education-the South--has received little attention. This article argues that the introduction of psychological ideas about children by means of school reform in the South during the half-century before the Brown decision established a cultural foundation for both Black resistance to segregated schools and White determination to preserve them. In 1900, southern children and their schools were an afterthought in a culture more committed to tradition and racial stability than innovation and individual achievement. The advent of northern philanthropy, however, brought with it a new psychology of childhood. Although the reformers did not intend to subvert segregation, their premises downplayed natural endowment, including racial inheritance, and favored concepts highlighting nurture: that personality is developmental, childhood foundational, and adversity detrimental. Decades of discussion of children in their learning environment gave southern Blacks a rationale for protest and Whites a logical defense for conservative reaction.
Rose
Anne C
AC
Department of History, 108 Weaver Building, Penn State University, University Park, PA 16802, USA. acr5@psu.edu
D001741:Black or African American / Q000266:history* / Q000523:psychology; D002648:Child; D004493:Education / Q000266:history*; D049672:History, 19th Century; D049673:History, 20th Century; D006801:Humans; D011203:Poverty / Q000266:history; D011287:Prejudice; D002666:Psychology, Child / Q000266:history*; D011822:Race Relations / Q000266:history* / Q000523:psychology; D012922:Social Change / Q000266:history; D015144:Southeastern United States; D044465:White People / Q000266:history* / Q000523:psychology