[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-602770-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-602770-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-double-consciousness-of-african-american-students-who-desegregated-atlanta-public-schools","The Double Consciousness of African American Students Who Desegregated Atlanta Public Schools","","Six years after Brown v. Board of Education, Atlanta reluctantly desegregated its school system under threat of closure, implementing a highly structured process for Black applicants. From 132 students, nine Black high school seniors transferred to four previously all-white high schools, departing familiar teachers and peers. The study documents these students’ missing voices from the 1961 movement and analyzes their experiences through W. E. B. Du Bois’s double consciousness lens, highlighting anxiety, isolation, and pressure.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-double-consciousness-of-african-american-students-who-desegregated-atlanta-public-schools/602770/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-double-consciousness-of-african-american-students-who-desegregated-atlanta-public-schools/602770.png","ImageObject",300,407,{"name":42,"@type":43},"dabgoudw","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How did Atlanta implement desegregation after Brown v. Board of Education?","Question",{"text":63,"@type":64},"Atlanta reluctantly complied six years after the Supreme Court order, to avoid school closures from noncompliance. Black students had to apply for consideration to attend previously white schools, and selection involved intelligence tests, applications, and interviews.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Who were the “Atlanta 9” and how were they moved to new schools?",{"text":68,"@type":64},"The “Atlanta 9” were nine Black high school seniors chosen to integrate four all-white high schools. On August 30, 1961, police detectives escorted them to their new schools and then accompanied them home before official dismissal.",{"name":70,"@type":61,"acceptedAnswer":71},"How does Du Bois’s “double consciousness” theory guide the study’s analysis?",{"text":72,"@type":64},"The study uses Du Bois’s double consciousness theory to interpret how the students understood both their own perspectives and how the White world viewed Black identity. This lens helps explain how double consciousness shaped their experiences and awareness during desegregation.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},602770,1792514947,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":99},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","The Double Consciousness of African American Students Who Desegregated Atlanta Public Schools  \nTanya T. Crawford  \nChara Haeussler Bohan  \nThe Journal of Educational Foundations Vol. 32, No. 1, 2, 3, & 4  \n2019, pp. 142-165  \nCopyright 2019 by Caddo Gap Press  \nAbstract  \nSix years after Brown v. Board of Education, Atlanta reluctantly complied with the order to desegregate its school system rather than risk having schools closed duetononcompliance. Out of 132 students, nine black high school seniors desegregated four ofAtlanta’s all-white high schools. The purpose of this study is to explore and document the missing voices of Atlanta’s 1961 school desegregation movement and provide an analysis of the students’ experiences. W. E. B. Du Bois’s double consciousness theory serves as a lens for understanding and explaining the experiences ofthe Atlanta students who were first to desegregate schools in “the city too busy to hate.”  \nAtlanta 9  \nOnAugust 30,1961Atlanta police detectives arrived 15minutes after school began to accompany nine African American students to their new schools. These students left everything familiar, such as teachers, friends, and activities, to integrate White schools where they were unwanted.  \nTanya T. Crawford is a doctoral student and Chara Haeussler Bohan is a professor, both in the College of Education and Human Development at Georgia State University, Atlanta, Georgia. Their e-mail addresses are: [teachingtanya@yahoo.com & cbohan@gsu.edu](teachingtanya@yahoo.com & cbohan@gsu.edu)  \nDetectives remained with the students all day and escorted them home 15 minutes before the official school dismissal. The nine students came tobe known as the “Atlanta 9”(hereafter referred to as Atlanta 9) . The first day went smoothly. The news media declared,“Everything is normal. Noone is eating with them. No one is speaking to them. I repeat—everything is normal”(Dartt, 2012, p. 152; Radio Communication in Atlanta City Hall, 1961) . On the surface, all was well, but beneath the surface there was anxiety, isolation, and pressure on the nine students.  \nIn 1954, the United States Supreme Courtdeclared inBrown v.Board of Education that separate schools were inherently unequal (Kluger, 1975; Martin, Jr., 1998; Rubin, 2016) . All public schools were ordered to end racial segregation. After six years, Atlanta reluctantly complied with the order to desegregate its school system rather than risk having its schools closed due to noncompliance (Bohan & Randolph, 2009) . At the start of Atlanta’s desegregation process, Black students had to apply to be considered to attend White schools (Kruse, 2007) . The Black applicants participated in a rigorous process that included intelligence tests, applications, and interviews with the school board. Out of 132 students, ten were chosen to integrate four of Atlanta’s all White high schools (Corson, n.d.) . One of the students opted not to transfer, thus nine Black students remained to integrate the 102,000 student body (Bayor, 1996; Research Atlanta, 1992) . These Black students were from working and middle class homes, they were intelligent, and they were well-spoken (Dartt, 2012; Gong, 1992; McGrath, 1992) . But regardless of the capital they possessed, they lacked the resources and opportunities of their White counterparts. Thus, their transfer was not so much an indictment of their Black zoned schools as it was the chance for greater opportunities inside and outside of their schools.  \nEverything about the desegregation of the Atlanta Public Schools (APS) was carefully planned and executed to ensure a peaceful transition and to guarantee the city ofAtlanta would not earn the violent reputation given to other southern citieswhen theydesegregated(Bohan&Bradshaw, 2014) . Months leading up to the first day, the nine Black students received training on how to handle hostile incidents that might arise at their new schools. The emotional turmoil and pressure to succeed was stressful and","cbCaissfFUPk5EQe","https://ap.wps.com/l/cbCaissfFUPk5EQe","pdf",193161,24,"English","# Abstract\n# Atlanta 9 Desegregation Arrival and First-Day Experience\n## Police escorts and immediate social dynamics\n# Legal and Institutional Background of Brown v. Board of Education\n## Application process and selection of students\n# Planning, Training, and Managing Hostile Incidents\n## Tokenism, loss, resilience, and added themes\n# Double Consciousness Framework and Distinctive Atlanta Context\n## Black middle class and community resources","[{\"question\":\"How did Atlanta implement desegregation after Brown v. Board of Education?\",\"answer\":\"Atlanta reluctantly complied six years after the Supreme Court order, to avoid school closures from noncompliance. Black students had to apply for consideration to attend previously white schools, and selection involved intelligence tests, applications, and interviews.\"},{\"question\":\"Who were the “Atlanta 9” and how were they moved to new schools?\",\"answer\":\"The “Atlanta 9” were nine Black high school seniors chosen to integrate four all-white high schools. On August 30, 1961, police detectives escorted them to their new schools and then accompanied them home before official dismissal.\"},{\"question\":\"How does Du Bois’s “double consciousness” theory guide the study’s analysis?\",\"answer\":\"The study uses Du Bois’s double consciousness theory to interpret how the students understood both their own perspectives and how the White world viewed Black identity. This lens helps explain how double consciousness shaped their experiences and awareness during desegregation.\"}]","The Double Consciousness of African American Students Who Desegregated Atlanta Public Schools | PDF",1792095203]