Mrs. Barbara Ross and the Fight for Educational Equity

Earlier this year, we celebrated the 70^th anniversary of Brown v. Board of Education. As we look to the future, it is an opportune time to pause and consider the dreams and civic liberties that Brown entailed. Despite Brown’s intentions, we know there is much that has yet to be fulfilled, as we are faced with what has been coined the resegregation of schools, in which “school segregation between Black and white students has returned to 1968 levels, even though the nation grows more diverse.” As we grapple with concerns such as these in our school systems, it is worth evaluating how we can bring to fruition Brown’s intention to help the goal of equitable education.

The court decision in Brown would have ideally marked a pivotal moment in our country and ushered in equal education and access for all students. Brown held the hope of promise, illuminating the idea that marginalized students would at long last have the education and treatment deserved as first-class citizens. However, this did not occur, and unfortunately the Brown decision lacked the implementation necessary to ensure all schools and states handled it with intention and care. In the South, the court decision brought with it the dismissal and demotion of many Black educators, along with years of efforts to stave off integration from racist groups and leaders, and the difficulty Black students faced as their schools closed and they were forced to attend integrated and often hostile school environments.

According to Michael Fultz, “Dismissals, demotions, forced resignations, ‘nonhiring’, token promotions, reduced salaries, diminished responsibility, coercion to teach subjects or grade levels other than those for which individuals were certified or had experience,” were all tactics and practices used to displace Black educators.” For example, in the South, over 38,000 teachers lost their jobs. However, circumstances and experiences varied by state, location, and school, leaving the reality of Brown varied and personal.

Today, we are still grappling with schools and students facing unequal resources and inequities in education. How can we work to help usher in the unfulfilled promises of Brown to ensure that all students reach their highest potential, and all Black educators are valued and retained?

I believe perhaps some of the answers lie in the stories of the educators who bravely taught during these trying times to help bring out equality and justice. As a Kansas City native, the historical site of Brown in Topeka, Kansas, is a day’s drive away. I recently visited the Brown v. Board of Education National Historical Park, and by happenstance, I became connected to educator, Mrs. Barbara Ross. She is 98 years old, and the eldest living Black educator who taught in Topeka during and after Brown. She dedicated twenty-seven years of service to education, teaching both second grade and kindergarten. Her husband, Merrill Ross was also an educator and Tuskegee Airman, so history runs deep in her family. I had the honor of interviewing Mrs. Ross to gather her insights and recollections of what it was like teaching and living during this time. She shared many lessons from the past, indicating that her experience teaching in Kansas was not the same as how educators in the South may have experienced desegregation. In 1947 when Mrs. Ross began her teaching career, there were four Black segregated elementary schools, but even prior to Brown, she shared that the middle schools and high schools were integrated.

These unique circumstances created what she described as a collaborative environment, and so when Brown occurred, students and teachers were already somewhat familiar with the idea of integration. She shared that “It was time for integration and should have happened sooner.” She went on to describe the educated, skilled, and intelligent Black teachers she worked alongside, and the students she taught, many of whom she remains in contact with. She stated that Black teachers taught Black history, were creative, involved, and that most had master’s degrees.

When asked about her thoughts regarding integration she shared: “You are there as a teacher to help the children, and so color should not matter, because the students do.” She reminisced about her students and experiences teaching, and it became so clear that her love of her students transcended everything else. Her story and recollections were largely positive, illustrating that Brown certainly is a multi-faceted story, and that while the implementation of Brown may vary, the teachers at the center of it were consistently skilled and committed. Mrs. Ross’ dedication to education pre-and-post desegregation remained steadfast, as she worked to uplift students and families.

When asked what two things she felt were critical to all classrooms, she shared, “Knowing children and their families, and working to be full of encouragement for students.” Her story serves as a reminder that despite circumstances, effective teachers are paramount, and that working collaboratively with students and families can help counter systemic barriers. Ross’ love of education and her students offers the hope that her legacy and teachers who follow in her footsteps can continue to work towards helping make certain that all students encounter a meaningful and robust education. Ross’ lessons and story shares the importance of mentors, culturally responsive curricula, and educators who are determined to dismantle systemic and racial barriers for the betterment of students.