Perspective: Why Charlottesville students walked out — and what it will take to keep them from doing it again
Charlottesville Police Chief RaShall Brackney, right, looks on as Charlottesville City Schools Superintendent Rosa Atkins speaks during a news conference in March. By Alexander Hyres Alexander Hyres is an assistant professor in the history of US education at the University of Utah College of Education.
But even full desegregation did not equal a welcoming environment. Black students at Lane faced verbal and physical harassment from their white peers and predominantly white teachers throughout the 1960s and 1970s. For example, in May 1968, six white students driving around in a car threw a bottle at a black student walking home from the school’s senior class carnival. The black student was taken to the University of Virginia hospital to be treated for cuts and bruises.
But even as it was adjusting the curriculum, Lane High School also increased the level of surveillance of black students. The superintendent placed a plainclothes officer in the school and also required teachers to monitor the halls between classes. The report included recommendations for improving race relations in the city’s schools. The recommendations included developing “a systemwide relations curriculum,” evaluating “professional staff on human relations skills” and making “support for minority academic achievement a major priority.”
In many ways, in fact, the Black Student Union’s demands are an indictment of how, after these previous episodes, the school division failed to undertake the sort of durable, systematic change necessary to make students feel welcomed and included in the community, regardless of race. Indeed, these demands mirror those made by students at various points during the past 50 years.
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