| Abstract | Intentionally separate schools continue to educate African American students in spite of the Brown v. Board of Education (1954) decision, revealing the value of and continued need for such institutions. Little is known about the practices of these schools, the kind of education that they provide for African American students, and the potential implications these institutions might have for our broader educational system. Interviews, classroom observations, and document analyses, conducted over a period of nine months, result in a portrait of a separate school that reveals the very explicit ways in which teachers help students to develop a positive Black identity and understand the connection between their success and the success of their community. |
