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Describes the historical erasure of the school after closure and destruction, and the earlier study that identified achievement disparities and community hurt. Analyzes how researchers’ White, middle-class assumptions and socialization shape interpretation, while alumni counter-stories deepen understanding of lived experience and White identity development.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-intersection-of-oral-history-and-the-role-of-white-researchers-in-cross-cultural-contexts/603389/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-intersection-of-oral-history-and-the-role-of-white-researchers-in-cross-cultural-contexts/603389.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What oral history project is discussed in the article?","Question",{"text":111,"@type":112},"It centers on interviewing approximately twenty prior students of Frederick Douglass School in Parsons, Kansas, with a focus on how the school’s legacy persisted despite historical destruction.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Why was Douglass School significant in the Parsons community?",{"text":116,"@type":112},"The article explains the school was built to educate Black students, later closed during integration, and destroyed in 1962, leaving many alumni with memories that were largely absent from local historical accounts.",{"name":118,"@type":109,"acceptedAnswer":119},"How does the article frame the role of White researchers in cross-cultural research?",{"text":120,"@type":112},"It emphasizes that White researchers’ assumptions and social-political context can influence interpretations, while participants are treated as experts of their own lives and their stories reshape the researchers’ White identity.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},603389,1792096166,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":31},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","The Intersection of Oral History and the Role of White Researchers in CrossCultural Contexts  \nBy Jan L. Petersen  \nJan L. Petersen is a school psychologist at a large urban highschool; she has an [Ed.D. degree](Ed.D. degree) in educational leadership from the College of Education at Wichita State University, Wichita, Kansas.  \nIn the fall of 2005 and as a second year doctoral student inan educational leadershipprogram, I was given the opportunity to participate in oral history research with three other White women, including one professor and two doctoral students. The oral history involved interviewing approximately twenty prior students of Frederick Douglass School in Parsons, Kansas. Douglass School was built in 1908 for the purpose of educating Black students in Parsons. During integration, Douglass was closed in 1958, and the building was destroyed in 1962 (Patterson, Mickelson, Petersen, & Gross, 2006) .  \nThe oral history of Douglass School emerged from a prior field study conducted in Parsons, a town of about 12,000 people, the year before by the same professor and three other doctoral students (Patterson, Niles, Carlson,& Kelley, 2005) . The purpose of this qualitative study was to examine the discrepancy between the academic  \nachievement ofAfricanAmericans and White students in theParsons school district. Through extensive individual and group interviews about the current achievement differentials, the Patterson et al. study revealed wounded and hurt feelings among the people in the African American community in Parsons regarding Douglass School, its closure, and the historical silence in the larger population about its very existence. In fact, historical accounts and records of Parsons rarely mentioned or acknowledged that Douglass School existed in the town. Additionally, the Douglass alumni described particularly poignant memories when they shared that Douglassand all of its treasured artifacts within the building were razed by a bulldozer in 1962 without discussion or prior knowledge among African Americans who attended Douglass or were associated with the school.  \nStemming from the research team’s desire to help recreate and restore the past and legacy of Douglass that had been egregiously lost to the Parsons community, we began initiating the necessary steps to conduct the oral history and to interview Douglass alumni who still lived in Parsons (Patterson et al., 2006; Patterson, Petersen, Mickelson, & Gross, 2007) . The years these alumni attended Douglass ranged from the 1930s to the 1950s. Through listening to the stories of Douglass alumni, we found that although the school building and all its archival records such as photos, yearbooks, awards, trophies, and newspaper articles were destroyed when the school was demolished, Douglass remains very much alive in the hearts and minds of those who attended the school. Douglass School alumni shared that the school lives on as a powerful legacy in their minds, a legacy hurtfully ignored up to this point by historical accounts and the larger community of Parsons.  \nAs four White female researchers, we approached this oral history with some agreements. We agreed to struggle against our White, middle class assumptions and to accept that our White notions ofthe world may influence and bias our interpretations ofthe stories that were told (Patterson et al., 2005). We remained mindful and sensitive to the sociopolitical influences ofthe larger society, specifically, oppression, racism, and dominant relationships between majority and minority groups (Sue, 1993) . Further, we acknowledged that our participants were the experts of their own lives and that we had much to learn from what they had to say to us about their recollections of their lived experiences at Douglass School.  \nThe belief guiding our research was that preserved memories of Douglass alumni and the legacy of Douglass School are pertinent to the community of Parsons and to society at large (Patterson et","cbCaij7oKLzxPYlC","https://ap.wps.com/l/cbCaij7oKLzxPYlC","pdf",148445,"English","# Reflections on Background and White Identity\n## Oral History Process and Initial Reactions\n## Themes From Alumni Stories and White Privilege\n## Overview of Literature on White Racial Identity","[{\"question\":\"What oral history project is discussed in the article?\",\"answer\":\"It centers on interviewing approximately twenty prior students of Frederick Douglass School in Parsons, Kansas, with a focus on how the school’s legacy persisted despite historical destruction.\"},{\"question\":\"Why was Douglass School significant in the Parsons community?\",\"answer\":\"The article explains the school was built to educate Black students, later closed during integration, and destroyed in 1962, leaving many alumni with memories that were largely absent from local historical accounts.\"},{\"question\":\"How does the article frame the role of White researchers in cross-cultural research?\",\"answer\":\"It emphasizes that White researchers’ assumptions and social-political context can influence interpretations, while participants are treated as experts of their own lives and their stories reshape the researchers’ White identity.\"}]","The Intersection of Oral History and the Role of White Researchers in Cross-Cultural Contexts | PDF"]