Educational Foundations, Summer-Fall 2012 Shirley Marie McCarther, Donna M. Davis, and Loyce Caruthers are professors in the School of Education at the University of Missouri-Kansas City, Kansas City, Missouri. It was the second week in October, 2010. This year was like many in the past, where for decades, everyone convenes to continue traditions and preparations that have centered on a single, special event. This special event or celebration contextualizes the academic and social experiences of successful graduates of one HBCU located in Jefferson City, Missouri. In the subsequent paragraphs, we utilize the literary devices of prologue and flashback to contextualize the rich history behind the Lincoln University Homecoming tradition. Airline reservations are in hand. Cars are filled with gas. All suitcases and carry-on bags are ready to be transported. Passengers on Amtrak and Greyhound buses are about to board. From the north, south, east, and west—they come. They come year after year after year, since the mid-1930s.They come to converge up on A Place Called Homecoming: Memories of Celebration and Tradition by Successful African-American Graduates of Lincoln University in Missouri from 1935 to 1945 By Shirley Marie McCarther, Donna M. Davis, & Loyce Caruthers
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Shirley Marie McCarther, Donna M. Davis, & Loyce CaruthersEducational Foundations, Summer-Fall 2012
Shirley Marie McCarther, Donna M. Davis, and Loyce Caruthers are professors in the School of Education at the University of Missouri-Kansas City, Kansas City, Missouri.
ItwasthesecondweekinOctober,2010.Thisyearwaslikemanyinthepast,wherefordecades,everyoneconvenestocontinuetraditionsandpreparationsthathavecenteredonasingle,specialevent.Thisspecialeventorcelebrationcontextualizes theacademicandsocialexperiencesofsuccessfulgraduatesofoneHBCUlocatedinJeffersonCity,Missouri.Inthesubsequentparagraphs,weutilizetheliterarydevicesofprologueandflashbacktocontextualizetherichhistorybehindtheLincolnUniversityHomecomingtradition. Airline reservations are in hand. Cars are filledwithgas.Allsuitcasesandcarry-onbagsarereadytobetransported.PassengersonAmtrakandGreyhoundbusesareabouttoboard.Fromthenorth,south,east,andwest—theycome.Theycomeyearafteryearafteryear,sincethemid-1930s.Theycometoconvergeupon
A Place Called Homecoming:Memories of Celebration
and Tradition by SuccessfulAfrican-American Graduates
of Lincoln University in Missourifrom 1935 to 1945
By Shirley Marie McCarther,Donna M. Davis, & Loyce Caruthers
Lincoln, O Lincoln! We Thy Proud Children Are TheSeniorEditionoftheLincolnUniversitynewspaper,theLincoln Clarion,hasasitstagline,“…andsomedaymychancewillcome”(Madison,1937,p.1).ThisquotefromPresidentAbrahamLincolnillustratesquiteeffectivelytheoverallphilosophyoftheinstitution,establishedin1866astheLincolnInstituteandini-tiallyfundedbyCivilWarsoldiersinthe62ndand65thcoloredinfantryunits(seeAppendixA).Together,thesetwounitscontributedatotalof$6,400toestablishaneducationalinstitutioninJeffersonCity,Missouri,fortheexpresspurposeofbeing“aspecialbenefittothefreedAfricanAmericans,”andwithanemphasisoncombininglaborandstudy(LincolnUniversity,2009,p.1).Theinstitutionexpandedthisemphasistoincludeanumberofnewcoursesofstudy:
In1869,LincolnInstitutemovedtothepresentcampus,andin1870itbegantoreceiveaidfromthestateofMissouriforteachertraining.College-levelworkwasaddedtothecurriculumin1877,andpassageoftheNormalSchoolLawpermittedLincoln graduates to teach for life in Missouri without further examination.LincolnInstituteformallybecameastateinstitutionin1879withthedeedingofthepropertytothestate.UnderthesecondMorrillActof1890,Lincolnbecamealandgrantinstitution,andthefollowingyearindustrialandagriculturalcourseswereaddedtothecurriculum.(LincolnUniversity,2009,p.1)
Shirley Marie McCarther, Donna M. Davis, & Loyce Caruthers
toLincolnUniversity,andaboardofcuratorswasestablished.AccreditationfromNorthCentralAssociationofCollegesandSecondarySchoolscame in1926fortheteacher-trainingprogram,andin1934forthefour-yearCollegeofArtsandSci-ences.“Graduateinstructionwasbeguninthesummersessionof1940,withmajorsineducationandhistoryandminorsinEnglish,history,andsociology.ASchoolofJournalismwasestablishedinFebruary1942”(LincolnUniversity,2009,p.1).In1954,withtheBrown v. Board of Educationruling,Lincolnopeneditsdoorstoallapplicantsthatmetitsadmissionscriteria.Today,theuniversity’smissionstatementassertsthat,“LincolnUniversityofMissouriisahistoricallyBlack,1890land-grant,public,comprehensiveinstitutionthatprovidesexcellenteducationalopportunitiesincludingtheoreticalandappliedlearningexperiencestoadiversepopulationwithinanurturing,student-centeredenvironment,”(LincolnUniversity,2009p.1).
Purpose, Method, and Conceptual Framework OurworkinvestigatedtheoriginsoftheinstitutiontodiscoverwhyitisthatsomanyindividualscontinuetoconvergeontheHillatLincolneveryyear.Toad-dressthisfundamentalquestion,weconductedoralhistoriesofAfrican-Americanwomengraduatesinthelate1930sand1940sprimarilytolearnwhyLincolnwassospecialandwhyitsgraduatesweresosuccessful.Wefoundthatthecoloredsoldiers’initialplansanddreamsforAfricanAmericanswerebeingrealized.Inaddition,wesuggest that throughour listening to thevoicesof some longtimealumnaewhoalsodreamedforabetterfuture,wecanidentifythecharacteristicsofonehistoricallyBlackuniversitywhereindividualsengagedinsolidandsupportiveeducationalexperiencesasaresultofadeepbeliefthateverystudentshouldbevalued.Further,Lincolngraduatesspeakabouttheuniversity’sHomecominginamysticalandsomewhatreverentmanner.ForLincolnites,Homecomingseemstobemuchmorethanaseriesofweekendactivitiesorevenaneventtoattendinthefall.Whetherage33or93,thesegraduatesmakeittheirbusinesstogobackforHomecomingeachandeveryyear.Forobserverswhoarenon-Lincolnites,thispersistentdoggednessbecametheobjectofstudy. Whatwetookawayfromthegroupofwomenweinterviewed,whostudiedsolongago,isthattherearestrategieswecanemployinmanyoftoday’sschoolswhosestudentsmaybestrugglingtofindtheirvoiceandtoachieve.Further,whileweinterviewedthesegraduatesabouttheiracademicandsociallivesattheuniver-sitylevel,wefoundthattherewerecertaincharacteristicsaboutLincolnthatareimportantforanyschoolatanylevel.ThesecharacteristicsincludeaverycloseadherencetowhatVanessaSiddle-Walkertermsinstitutional caring,whereeverystudentisvaluedandwhereeverythingthathappensattheschoolisstudent-cen-tered.Herworkinvolvesacriticalanalysisofsegregatedschoolsinthesouthandsheassertsthatteachershadacommitmenttothecommunity,heldprofessionalideals,demonstratedanethicofcare,andrelatedthecurriculumdirectlytostudentneeds(Siddle-Walker,2001,p.769-771).Institutionalcaringwasandisatthecore
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A Place Called Homecoming
ofLincolnUniversity,andwerelyonthisframeworktoidentifypreciselyhoweducatorstodaycancapitalizeonthisrichhistory. For this inquiry,we focusedon theexperiencesof fourwomenwho todayremainclosefriendsandprovideaveryclearpictureofstudent lifeatLincolnUniversityduringthe1930sand1940s,bothacademicallyandsocially.Weusedoralhistorycombinedwiththetraditionsofnarratology(Chase,2008;Clandinin&Connelly,2000)andphenomenology(Creswell,2007;Moustakas,1994;vanManen)toexaminetheirstories.LewensonandHerrmann(2008)suggestthatoralhistoryis,“amicro-history,ora“historyfrombelow,”foregroundinghistoryfromamicroratherthanamacroperspective:theexperienceofpeopleintheirordinary,day-to-daylives”(p.81).Further,theauthorsassert:
Oralhistoryseekstoopposepresentationofhistoryasthegrandnarrative,whichoftenrepresentstheperspectivesofthemostpowerful,themostinfluentialandsocially dominant or ruling groups to the exclusion of the stories of the lesspowerful,theordinarypeople,orthemarginalizedones.Moreover,oralhistorycanprovideevidenceofpeople’sworkandlifeexperienceofwhichlittleotherwrittenmaterialexists.(p.81)
Alignedwithourapproach,Chase(2008)suggeststhatanarrativeis“an extendedstoryaboutasignificantaspectofone’slifesuchasschooling,work,...orpar-ticipationinawarorsocialmovement”(p.59).Phenomenology,throughtheuseofin-depthinterviews,supportedthesearchforwhatvanManen(1990)describedasthe“internalmeaningstructuresoflivedexperiences”(p.10). Atthetimeofthestudy,threeofthefourwomenlivedinthesameseniorlivingcomplex,whereweconductedafocusgroupsessiontogatherholisticallyinitialmemoriesoftheirexperiencesandtobuildtrust.Weinterviewedtheoneparticipantwholivedindependentlyatherhomeusingthesamesetofpreliminaryquestions.Informationfromthefocusgroupandthesingleinterviewprovidedaframeworkfor developing follow-up questions. Finally, for all participants, we conductedsemi-structuredinterviewswithcontextualizedquestionswithintheirhomesoverasixmonthtimeperiod.Ourintentwastodeterminewhetherandhowtheirstoriesmightservetoillustratethecharacteristicsinherentincaringinstitutions.Wealsoexaminedarchivaldata,includingyearbooks,newspapers,newsletters,photographs,andpersonallettersfromtheseparticipants.Webelievedittobecriticaltodocu-mentthelivedexperiencesof thesewomenasonevalidmethodforunderstandingnotonlywhatitmeanttobeanAfrican-Americanscholarintheearlypartofthe20thCentury,butwhatoverarchingthemesmightbeevidentbetweenandamongthem.Thus,weanalyzedalldataandidentifiedsignificantthemesthatsupportedthetenetsofinstitutionalcaring,includingstudentsupport,academicrigor,andsocialadvocacy.Ultimately,ourgoalwastomakemeaningoftheirstoriesinordertoacknowledgetheimportanceoftheworkundertakenbythemenandwomenatthishistoricallyblackuniversityandhowtheirlegaciescanimpactfuturestudentsmatriculatingthroughthisinstitutionandothersimilarinstitutions.
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Life History Participants Aspreviouslystated,atotaloffourAfrican-AmericanwomengraduatesofLincoln University participated in this study: Mila Helen Lewis Banks, Helen Gertrude Whitley Bardwell, Gladys L. Williams Bruce, and Constance (Connie) Bell Livingston Powell. AnintroductiontoeachoftheseLincolnitesfollows.
Mila Helen Lewis BanksgraduatedfromLincolnUniversityin1938.ShegrewupinSpringfield,Missouri,andbecameamemberofDeltaSigmaThetaandthePan-HellenicCouncilduringhertimeatLincoln.Upongraduation,shetaughthighschoolEnglishintheKansasCity,MissouriSchoolDistrict(KCMSD)for47years.ShemarriedIsaiahBanks,herLincolnUniversitysweetheart,whoalsoworkedintheKansasCityMissouriSchoolDistrict.SheandIsaiahreturntoLincolnyearafteryearsincegraduating,andhasonlymissedoneHomecoming.TheymentoredhundredsofstudentsandshepherdedtheirLincolnUniversityexperience,providingscholarshipmoniesdirectlytostudentsandtheschool,andspearheadedafunddevelopmentdriveforthecampusduringatimeoffinancialcrisis.Theywereresponsibleforkeepingthedoorsopentostudentsduringthe1980s(seeAppendixB). Helen Gertrude Whitley Bardwellgraduatedin1939.ShegrewupinKansasCity,Kansas,andwasinvolvedinseveralactivitiesatLincoln,includingtheAlphaKappaAlpha Sorority, Secretary Senior Class,YWCA, Choral Society, Octette,StudentForum,SecondAssociateEditorArchives,Pan-HellenicCouncil,andtheHistoryClubShealsotaughtintheKCMSDthenbecamecounselorandservedfor47years.Knowninhighschoolandcollegeforherloveofhistoryandhavingakeenmemory,Gertrudemaintainedthatstatusthroughoutadulthoodashistorianforsev-eralorganizationsincludingtheTwinCitians(anAfricanAmericanladiesclubthathelpedtoorganizedsit-insindowntownKansasCityduringthetumultuous1960s).Sheisoftencalledthecommunity’shistorianbecauseshekeepsnewspaperclippings,programbooklets,andinvitationsofherfriendsandthechildrenofherfriends,andevenkeepsthoseofthegrandchildrenofherfriends(seeAppendixC). Gladys L. Williams Brucegraduatedin1942.ShegrewupinKansasCity,Kansas,andwasanelementaryeducationmajoratLincoln.HeractivitiesincludedArchives(Yearbook),Clarion(Newspaper),Stage-crafters,AlphaKappaAlphaSorority,andshewasalsocrownedMissLincoln.Upongraduation,shetaughttotalof44yearsinthreestates:Missouri(KCMSD),California,andLasVegas.ShereturnedtoKansasCitythreeyearsagoafterherhusbanddied.Knownasaprominentsocialite,thissoftspokenformerbeautyqueenbecameacivilrightsactivist.Forexample,duringthelate1950sinKansasCity,Missouri,sheenergizedseveralAfrican-Americanwomen’sorganizationsandledeffortstoboycottlocaldowntownmerchantswhotreatedthemunfairly.Shesaidthatherquietrefusaltoacceptsecondhandtreatmentwasmotivatedbyherdesiretobearolemodelforherstudentsandthatshefeltshehadtodemonstratetothemexactlywhatself-respectmeant(seeAppendixD). Constance (Connie) Bell Livingston Powellgraduatedin1944.ShewasraisedinKansasCity,Kansas,andbecameanelementaryeducationmajoratLincoln.
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She wasamemberoftheDeltaSigmaThetaSororityandshetaughtfirstgradeintheKCMSDfor45years.AsamemberoftheTwinCitians,ConniemarchedwithherfriendstointegratethedowntownshopsinKansasCity(seeAppendixE). Eachofthesewomensharedherownuniquestoryandtakentogether,theirstoriesandcriticaldocumentsprovidenewopportunitiestoexaminesomeoftheunderlyingprinciplesofHistoricallyBlackCollegesandUniversitiesthatareim-portantlessonsforallofus.
Conceptual Framework:Institutional Caring and Historically Black Colleges and Universities As statedearlier,VanessaSiddle-Walker (2001)providesaveryclear lenswithwhichwemayviewtheactivitiesthattookplaceonmanyHistoricallyBlackCollegesandUniversitiesintheearly20thCentury.WhileSiddle-Walker’sresearchexaminesthelivesandworkofschoolteachersinthesegregatedsouthandtheirinteractionwithyoungerstudents,weseerealconnectionsbetweenwhathappenedforschoolchildren incaring(segregated)settingsandhowstudentsatLincolnUniversityweretreated.KeepinginmindtherealitythatthefacultyatLincolnhadthemselvesexcelledinsegregatedschoolsandweretaughtbyskilledandcaringteachers,itbecomesevidentthatmuchoftheirexperienceinwhatitmeanttobeascholarandtoachieveamidsthorrificchallengestheyprobablylearnedinaschoolthatexhibitedinstitutionalcaring.Siddle-Walker(2001)notes:
African-Americanteachersworkedindismal,unfair,discriminatorypositions,butdidnotallowthemselvestobecomevictimsoftheirenvironments.Rather,theyviewedthemselvesastrainedprofessionalswhoembracedaseriesofideasabouthowtoteachAfricanAmericanchildrenthatwereconsistentwiththeirprofessionaldiscussionsand theirunderstandingof the African-Americancommunity.Theteachers existed in a complex system where the needs of African-Americanchildren were formulated and communicated in systematic and purposefulways.This system created, sustained, and was informed by the beliefs of theAfrican-Americanteachersandthelargercommunity;itrepresentedaplanfortheeducationofAfrican-Americanchildren,thetenetsofwhichwerecommonlyagreedupon.(p.773)
To reduce the African-American teacher’s role to one in which they merely“care”diminishestheprofessionalandcommunityknowledgethatexplainstheircaring…[Further,]portraitsofAfrican-Americanteachersaspassivevictimsof
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Shirley Marie McCarther, Donna M. Davis, & Loyce Caruthers
Homecoming at Lincoln: A Glimpse ToillustratelifeatLincolnandsetthecontextofthelivedexperiencesofthefourwomenofourstudy,weprovideadescriptiveoverviewofHomecomingatLincoln.TheseoccurrencescenteraroundatraditionthathasbeenheldfordecadesandprovideaglimpseintothehomecomingexperienceatLincoln.(seeAppendicesF-MforillustrationsofLincolnUniversitycampusandstudentlife.)
Thursday Night: The Coronation Thursdayisthecoronation,thecrowningofMissLincolnandtheannouncementofhercourt.AllgatherinPageAuditorium.Drapedinblueandwhiteandfilledwithgreeneryfromthehorticulturesciencelab,stagelightscomeupandthebandbeginstoplay.MissLincolniscrownedasqueen.Hercourt,consistingofafemaleelectedrepresentativefromthefreshmen,sophomore,junior,andseniorclasses,isnamed.AttendingtheQueenandherCourtaretheSweethearts,electedrepresentativesofeachoftheGreekorganizationsoncampus,includingthesororitiesofDeltaSigmaThetaandAlphaKappaAlpha;andthefraternitiesofKappaAlphaPsiandAlphaPhiAlpha.TheAuditoriumeruptsinapplauseandcelebrationastheQueenofLincolnUniversityandherroyalCourtexittheauditorium.Laterintheevening,allreturntotheauditoriumthathasbeentransformedintoagrandballroom.Now,filledwithpaperstreamers,andmusicfromtheforty-threepieceLincolnUniversitySymphonyOrchestraandBigBand,thenewlycrownedroyalsdancetheeveningaway.
Friday: Soldiers’ Memorial Tribute and Soul Food Dinner HighlightsofFridayHomecominghappeningshoveraroundremembrancesofLincolnUniversity’sfoundingfathersandthesavorysmellsofgoodolddownhomecooking,bothupontheHillanddownontheFoot.OnFridayafternoonacrossthestreetfromtheStudentUnioninthecenteroftheQuad,Lincolnitesgathertopayhomagetothebravemenofthe62ndand65thcoloredinfantrywhosegenerosityandvisiongaverisetoLincolnin1866.Followingthememorialtributecurrentstudentsandreturningalumsconnectwithoneanother,formallyandinformally.WhetheratthetopoftheHillinthecafeteriaordownontheFootinoneofthefamiliar,locals’home-away-from-home,Lincolnitesclustertomeetandeatatraditionalsoulfoodmeal.Thereisfriedchicken,mashedpotatoeswithgravy,friedcatfish,spaghettired,
We Were Just Like Brothers and Sisters Thenarrativethatfollowswasdevelopedthroughaweavingofthedatafromall of the various interview sessions.What became evident through the focusgroupsessionandtheindividualinterviewswiththeseLincolngraduatesisthattheyconsiderthemselves—tothisday—tobefamily,thusillustratingthethemeofstudentsupport.Theycamefromsomeofthemostpoverty-strickencommunitiesandhomesandtobeabletoattendauniversityatallinthe1930sand1940swasconsideredamajoraccomplishment.Mostworkedotherjobsoutsideofschoolorreceivedsmallscholarshipstopaythemeagertuitionatthetime.Theywouldalsosupporteachotherinnumerousways—Gertude’sauntwouldgiveGladysaridetoLincolnfromKansasCity,forexample,anddepositheratanotherrelative’shouseneartheuniversityuntilshecouldgetsettledinadormitory.Milawouldgetajobworkingattheschool’scafeteriatomakeendsmeet,primarilybecauseafriendknewthemanager.Essentially,studentstookcareofeachotherandfacultyandtheadministrationlookedoutforeverybody.Gladysstated:
The Black Harvard—West of the Mississippi Thesecondthemecapturedinthedatacenteredonacademicrigorandhighexpectations.Mila remarkedon thequalityof the educational experiences andinparticularcommentsonthehighlevelofprofessionaltrainingamongfacultymembers:
Morning, Noon, and Always, We Are Lincolnites In1937,theLincoln Clarionreportedonthenowwell-knownGaines v. Canadacase.LloydL.Gaines,aformerLincolnstudent,hadwantedtoattendlawschoolinMissouri,andatthetime,therewerenograduateschoolsoflawforAfricanAmericansinthestate.HisteamarguedthathebeadmittedtotheUniversityofMissouriSchoolofLaw.TheNationalAssociationfortheAdvancementofColoredPeople(NAACP)counsel,CharlesH.Houston,appealedtotheMissouriSupremeCourt.Eventually,theGainescasewouldbeheardbytheUnitedStatesSupremeCourtwherehewouldprevail,butforthisstudy,wenotethattheClarionreportedthatonTuesday,May18,1937,“ThereweremanystudentsfromLincolnUniversitywhocrowdedthecourttohearthearguments”(Madison,1937,p.1). Indeed,whatwelearnedfromourinterviewsubjectswasthatstudentsatLincolnnotonlytookgreatinterestinthepoliticaleventsoftheirtime,theyopenlysoughtavenuestobecomeawareofthestruggleagainstinjusticethattheywouldonedayneedtobear,whichsupportedthethemeofsocialadvocacy.Gertrudenoted,“Well,IlearnedabouttheproblemsthatpeoplehadandIlearnedhowtosolvethem,sincetherewasalotoforganizationsdownthere,andwewereabletojoinandbeapartofhelpingotherpeople.”Thesewomenwouldcarrytheseimportantlessonswiththemthroughouttheircareers.Eachofthembecameeducatorsandcommunityleaders,andtheyalsoengagedinprotestsagainstinjusticeinmetropolitanKansasCityintheyearsleadinguptotheCivilRightsMovement.Gladysnoted:
She wentontocommentonthefactthatsheconsideredeverystudentofherstobecapableofreachingtheirhighestpotential,andthatshedevelopedanoverallphilosophyofteachingwiththisinmindandbecauseofherexperiencesatLincoln.InafarewellcolumnintheClarionfromtheclassof1937,theeditorswrote:
Weperhapsdonotrealizefullythesignificanceofgraduatingfromcollege.Wedounderstand,however,thatweareexpectedtogoforwardwiththoseprinciplesofgoodcitizenshipandhighmoralstandardswhichweresofirmlyimpresseduponourminds inearlieryouth.Maywe take thisopportunity toexpressourappreciationandthankstothefacultyandstudentbodyfortheadvice,assistance,andloyalsupportyouhavetenderedusthroughoutthisschoolyear.Webelievethatthesefouryearsincollegehavebeenthemostprofitableofanyinourlives,andweanxiouslyawaitanopportunitytoproveourselvesworthyofcarryingourpartofthegreatresponsibilityofliving.(p.1)
Conclusions and Implications WebeganthisworkwiththeintentoflearningmoreaboutthejourneyoffoursuccessfulAfrican-American women who graduated from a historically Blackuniversityinthelate1930sand1940s,throughgivingvoicetotheirstories.Theoverarchingquestionofourinquirywas:Whatmagnetizesthesewomenandothersyearafteryear,compellingthemtoreturntoaplacecalledhomecoming–LincolnUniversity?WebelieveourfindingsrevealedanactionagendaofadvocacythatcanbeusedtosupportinstitutionalcaringforthesuccessofAfrican-AmericanstudentsinHBCUsandNon-HBCUsaswellasinpublicschoolsettings.Advo-cacysuggestschangeinpractices,aneedforempowerment,politicaldebate,and
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Shirley Marie McCarther, Donna M. Davis, & Loyce Caruthers
•Allofthewomenexpressedtheimportanceofacquiringtoolstomakeadifference in theirworldsanddescribedactsofgivingback to theircommunities through volunteer work, philanthropy, and as agents forsocialchange.
•Talesofinvolvementinthelifeoftheinstitutionthroughavarietyofacademic, social, and physical activities suggested that students weresupportedandnurturedinallaspectsoftheirlives.
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