Tacit curriculum of Black intellectual ineptitude: Black girls' perspectives on Texas school desegregation implementation in the 1970s

Abstract

Purpose

This paper uses former Black girl students' experiential knowledge as a lens to examine Black students' experiences with formal and informal curriculum; it looks to the 1970s during Waco Independent School District's desegregation implementation process.

Design/methodology/approach

Guided by critical race theory, I used historical and oral history methods to address the question: In newly desegregated schools, what does Black females' experiential knowledge of the academic and social curriculum reveal about Black students' experiences within school desegregation implementation process? Specifically, I drew on oral history interviews with former Black girl students, local newspapers, school board minutes, legal correspondence, memoranda, yearbooks, and brochures.

Findings

Black girls' holistic perspectives, which characterized Black students' experiences more generally, indicate Waco Independent School District's implementation of school desegregation promoted a tacit curriculum of Black intellectual ineptitude.

Originality

My main contribution is the concept of tacit curriculum, which I identified through the lens of former Black girl students, whose experiences spoke to Black students' experiences more widely. It also offers Black females' firsthand perspectives of the school desegregation implementation process in Texas, a perspective, a process, and a place heretofore underexamined in history of education scholarship.

Citation

James-Gallaway, A.D. (2022), "Tacit curriculum of Black intellectual ineptitude: Black girls' perspectives on Texas school desegregation implementation in the 1970s", History of Education Review, Vol. 51 No. 1, pp. 81-95. https://doi.org/10.1108/HER-10-2020-0058