African American reaction to Lafayette Parish School desegregation order: From Delight to disenchantment

Journal of Negro Education, The, Winter 2002 by Caldas, Stephen J, Growe, Roslin, Bankston, Carl L III

Of these 23, we found that a large majority (16 or 69.6%) was clearly in agreement with Haik's decision to more actively desegregate the schools. Some of those in agreement used explicit expressions such as, "I am in total agreement with Judge Haik's recent desegregation order" or "I embrace Judge Haik's order." Others in agreement made statements such as, "I believe that Judge Haik's order is a good decision," but then added a qualifier like, "but what really matters is what the school board will do to comply." Yet, others in agreement made statements such as "We need this" or said that the desegregation order was "fair."

Of the 23 respondents for whom we could determine some measure of acceptance, 6 (26.1%) appeared to be ambivalent about the court order. For example, one respondent stated that she felt "it was a good move," but in the very next sentence added, "I don't want my kids going into their [White] schools." Another ambivalent respondent stated that the judge's order was "more of the same," adding that the community needed "commitment rather than compliance." Another stated that our society needed "a desegregation of mind and heart before desegregation can truly work." Yet another stated, "If it [the decision] was to fill a quota, then it was a very bad one." One ambivalent respondent questioned the proposed desegregation measures, stating that when school systems start busing students, "White flight becomes the norm in those situations." She added, "As a society, we cannot legislate morality."

Only one respondent (4.3% of sample indicating an opinion) was clearly negative to Judge Haik's decision. She stated that, "It is my firm belief that Judge Haik's recent desegregation order will not work. There are too many White parents who will not stand for their children to be bused to predominantly Black areas." Two respondents did not address the survey question, but made statements that did not provide clues as to their feelings about the court order.

Next, we reread the survey responses looking for patterns using Glaser's (1992) constant comparative approach. One pattern that quickly emerged was the number of respondents who either implicitly or explicitly referred to the "quality" of education. Ten respondents used the words "equity, "quality," or "inequality" in discussing the Lafayette school desegregation issue, most implying that the system lacks equity. Indeed, one respondent opened her remarks with the statement, "Equality should be for all!!" Then she proceeded to mention the term an additional four times in her full page, spirited narrative. Other "equality"-type responses included, "Every school should have quality education," and "Louisiana is still ignorant to the equality of all humans" and "I want my kids to have the same quality of education as their kids have." (Though, it is worth noting, this last respondent did not want her children going to school with Whites.) An additional 3 respondents made statements implying the concept, though without explicitly using the words "equity" or "equality."