#a college classmate wanted to do social service at a hs to meet girls

[riotgrrrlhole]

Tbh I am not really surprised Tony Dalton preys on young girls a mf lot of guys I have met do that shit.

[margaretrosegladney]

Contribution from Rose Gladney via email:

“I was born April 17, 1945, in Shreveport, Louisiana, grew up in Homer, La.,   parish seat of Claiborne Parish, where my parents, grand parents, and great grandparents lived and had graduated from public school.  I have 3 sisters(one older, 2 younger) and 3 younger brothers. 

Social life in our town of fewer than 5,000 focused around church -worship services, choir practice, youth groups (primarily Baptist, Methodist,  1 Presbyterian, 1 Catholic, 1 Jehovah's Witness), racially segregated public schools (grades 1-12) , 2 movie theatres in 1950s, a small golf course and Country Club ( whites only), school football, basketball, baseball (boys only). In sports, girls played basketball only. Softball was only on school grounds during recess.  At age 10, I liked softball and my dad took me to see the Homer Oilers play baseball one summer evening; but I found it very slow and boring.  What I most enjoyed was horseback riding. One of my favorite childhood memories is of riding with my father in  pastures on my paternal grandparents' farm.  In my early teens I had my own horse and enjoyed trail riding through woods and on back roads. I was never afraid of riding alone, until one day my aunt, who was Clerk of Court, told me not to ride off a certain dirt road near the farm because the sheriff suspected bootleggers had a still in the woods there and I might get shot!

 As the daughter and granddaughter of teachers and medical doctors, I was expected to do well in school and did; graduated from Homer High School 1963 with honors, was active in choral music, oratorical contest, academic rallies, organized Interfaith council to have prayer meetings before school, always  expected and  prepared to attend college. Attended church summer camp regularly and my in teens, I thought I would marry a doctor and he and I would be Presbyterian missionaries. Only later did I realize my sense of "calling" to be a missionary had more to do with a desire to see the world outside my home, and though I was often "homesick" when I left Homer to attend college in Memphis, and then U. of Michigan, and then U. of NM, I really wanted to change the world I called home.

  When President Eisenhower ordered federal troops to  enforce desegregation of Central High School, Little Rock, Arkansas, I was in 7th grade. On the playground at lunch, discussing with classmates, I said I didn't think my parents would object to Negro students coming to our school ( I was thinking of the daughter of our family's maid with whom I had played as a young child).  That discussion continued in the classroom, and the teacher (football coach) said to me, "If that's what you think, why don't you go on over to Mayfield."  ( the school for Blacks in Homer).  I was embarrassed and in tears, and will always remember thinking, I would get up and walk out right now but I don't know where Mayfield School is!  Actually, Mayfield School was not so very far away,  only a few blocks from where my maternal grandparents lived; but I had never been to that part of town.  That's what it meant to grow up white and female in a racially segregated town in the 1950s. Year later, talking with my brother who was 7 years younger than I and who was the last of my siblings to attend and graduate(1970) from Homer High School, I learned that he knew exactly where Mayfield was.  He had played football with some of the first Black students to attend Homer High School, and as a white male, he could  go anywhere. As a white female teenager I was not supposed to go alone to town (only 2 blocks from home)on Saturday afternoon because that was when Blacks came to shop. When the public schools were desegregated, my parents, aunts and uncle, helped build Claiborne Academy; my mother taught there, and my younger brothers and sister were graduated from there (1972, '74, '76).  

 By 1961 Louisiana law required all high school students to take a 6 weeks course in Communism. I had  attended a school sponsored "Anti-Communism" crusade in Shreveport, but thought that Marx's Manifesto had some good ideas, and when I attended a Presbyterian Missionary conference in Montreat, NC and stood in line for supper next to African-American girl from Arkansas who  asked, do you believe in integration? I did not know what to say.  I wanted to say yes, but I had been taught that racial integration was part of Communist plot!  So I answered, I don't know.   

At  Southwestern (now Rhodes College) in Memphis, I continued to be active in Presbyterian youth group, and was asked to teach a Sunday school class in than African-American Presbyterian church, but was afraid to do so because I thought my parents would not approve. Likewise, I knew that older  white students were actively involved in challenging all white segregated Presbyterian churches in Memphis to welcome Black worshipers, but I was afraid to do so. By my senior year in fall of 1966 I was assigned to the racially desegregated  Humes High School  for 6 weeks practice teaching in tenth grade English. I was no longer ambivalent;  despite my parents' beliefs and commitment to racially segregated schools, I believed in public school desegregation.

 I'm not sure that all these details are necessary for your Wiki article, but when you ask how I got to sue the U. of AL for tenure, it's hard to leave out the connections between my growing awareness of what Lillian Smith called "sin, sex, and segregation"  and what others now call social constructions of gender/class/race.   So, I will  carry on. Parts of what I've told you already, only came to me because someone else in Michigan or New Mexico asked me what was I taught about race, or sex, or gender roles, or class -- none of which I had really thought about until I began at first to challenge and then unravel these concepts and realities which are so rarely examined before they have been unconsciously absorbed.

 YET....Here goes more.  At the U. of Michigan, I was immediately made aware that I am a SOUTHERNER -- which to most non- Southerners means WHITE and Talks Funny.  I was one of 4 resident advisers in Jordan Hall, a freshman all female dorm in 1967-68. The other 3 RA's - 2 white and 1 black - all midwesterners. Jennifer, African American whose parents had fled the South to live in Michigan, told me when she first learned that a white Southern girl was going to be an RA on third floor, she thought how could she get to 4th floor without being on the elevator with me. We all became good friends, and although Jennifer invited me to her wedding (a few years later), she told me she would never visit me when I moved back to Memphis. I said they all had "Easy Rider's Syndrome" i.e. all southerners are white racists.  I learned about Black Power and read The Autobiography of Malcom X  because Jennifer had his picture on her dorm room door. But after my parents came to visit me and sat with us at the RA's table in the dining hall, my father told me never to bring Jennifer home with me because it would upset his mother.  I did not believe him, but I did not challenge him then.  His real feelings came out again when after completing my M.A. in English at U. of Michigan, I applied for and accepted a position in Memphis. to teach tenth grade English at the all new Northside High School. Built  to be the  Memphis City public school model in terms of curriculum and racial composition (50/50 black and white; academic and vocational curriculum), by fall 1968 white flight had left Northside High 97% white student body with 70% white faculty. My father warned me not to invite any black students or faculty to my home, lest I be raped.  When I replied "I could just as easily be raped by a white man", my father said, "Well I would prefer it."

Summer 1969

Recommended by Northside H.S. principal, attended seminar at Memphis State U. “Teachers of English to Culturally Deprived Children,” where I met some of the most experienced and highly qualified African American teachers in Memphis city schools. From them I learned also dissatisfaction with policies of Memphis City school board,( only one black member), failure to promote blacks in upper levels of administration. Became friends with Eloise Forrester, a teacher in Albuquerque, attending the seminar because she could leave her daughter with her mother in Alabama. Eloise was a lifesaver for me when I moved to Albuquerque for graduate work in AMS, 1970. I returned to Northside HS, ready to implement new ideas in my classroom; soon impatient with what I considered unnecessary record keeping, At first faculty meeting, sat with two colleagues, Bernice Burton and Frances Gandy, heard about organizing meeting of AFT. Attended, saw several of teachers I had met thru that summer seminar. Chosen to be one of organizers, so that it would not be seen as an all black union. From then on, to the white faculty I was on “outside” a person of suspicion , naiive, sure, didn’t really know what I was into, yes, but did know more about racism in school system and police brutality on the streets where our students lived in North Memphis. Marched and supported “Black Fridays” by wearing black when students boycotted schools to protest . Ultimately testified in court in support of reinstating students who had been expelled for protesting. The students were reinstated and I was informed I would not be rehired. I challenged that, knowing I could afford to do so because I had no family to support and didn’t have to stay in Memphis, as other activist teachers did. School board met, Southwestern college students protested in my favor outside while  that school board meeting was going on. Board decided to reinstate me , dock me 2 weeks pay, and send me to one of the oldest black schools in Memphis, (Manassas) where principal was known to be very strict with teachers. That was my first law suit. I won, but chose to go to grad school rather than to Manassas High.

 At UNM 1970-74. PHD in American Studies. Went there because I was interested in studying AF- AM lit. A professor had told me no such thing as African American lit, all protest lit., but if that’s what you want, look into American Studies. Went to NM, one of the oldest AMS PHD programs, and because got scholarship there, teaching freshman English. In 1970 Women’s Studies was just beginning. First WS course taught for credit at UNM was offered through the AMS Dept, spring 1972, Women in Literature. I audited it: first question, “Are you a feminist?” Sure, I believe in women, I’m a feminist. You are from the South, you must read Lillian Smith, Killers of the Dream. That’s how I was introduced to LS. Reading KOD, weeping, told my roommate, “This woman is writing my life.” Here was a white Southern woman who could have been a younger sister to my maternal grandmother, yet she was explaining and challenging everything I was trying to understand about racism, and sexism, and she had chosen to stay in the South and challenge all its taboos, and she had managed to live and write there.She showed me it is possible to live in place you love, with people whom you both love and whose beliefs and values you see as only destructive and dehumanizing. But, I could not write my dissertation on Lillian Smith… no, her life was too large. Also, felt I had to confront my own immediate struggle with my family’s commitment to maintaining racism through building segregated private schools to avoid public school desegregation and thereby destroying public school system. My dissertation, “I’ll Take My Stand: Southern Segregation Academy Movement” was an oral history of the development of white segregated academies in Louisiana, Alabama, Mississippi, and Virginia.

 After graduating with PHD in AMS, May 1974, I began teaching at U. of AL summer 1974 with joint appointment in American Studies and the New College. Although I drew on my dissertation research in teaching, I always managed to use Lillian Smith’s work in my classes. I continued using and encouraging students to use oral history as a tool to examine our culture, and especially the lives, history, and contributions of women of all classes, ethnic, religious backgrounds. My first published work drew from an undergraduate’s oral history interview with Sallie Mae Hadnott, an African American leader in school desegregation movement in Prattville, AL. See, “If it was anything for Justice,” published in the Women in South issue of Southern Changes, 1977. In that same issue, historian Jo Ann Robinson published article on LS, containing a footnote referencing the need for oral history of Laurel Falls Campers. Unlike my dissertation, that was a project I thought I could really enjoy. With Robinson’s encouragement, I contacted Lillian Smith’s sister Esther Smith and Paula Snelling, with whom LS had developed Laurel Falls Camp and published the magazine, first called Pseudopodia, then North Georgia Review, and finally South Today. Thus began my scholarly work on Lillian Smith. (do you need  a copy of my vitae for selected publications between 1977 and 2016? )

In 1978, my original joint appointment in New College and American Studies was changed to a full time appointment in American Studies in the college of Arts & Sciences specifically to allow additional time for research and publication. Although as required, I had published articles in reputable scholarly journals, I was denied tenure in May 1982. I will attempt to attach copies of the court’s decision and published coverage in local newspapers. You may have already read it as a published federal case.

Although the Judge ruled in my favor on basis of breach of contract, rather than on issues of sex discrimination, many women employees (faculty and staff whom I did not know personally) told me afterwards that they felt I had stood up for them.

 After I was granted tenure, I began editing Smith’s letters, a project which took another 10 years, in part because Smith family members were offended by my naming her relationship with Paula Snelling as lesbian. I have expressed my feelings and thoughts about that process best in the published article, “Personalizing the Political/ Politicizing the Personal: Reflections on Editing the Letters of Lillian Smith.” Carryin’ On: an anthology of Southern Lesbian and Gay History, Ed. John Howard (NYU Press, 1997), 93-103. After the Letters were published, I was promoted to associate professor. 

 Throughout my teaching career at the U. of AL I was active in development of Women Studies and African American Studies programs. For 29 years I offered a course called Women in the South, emphasizing the history, experiences and works of women of all classes, races, sexual orientations. Through several African American women students in that class, I was introduced to the work of Alabama native, dramatist and poet Billie Jean Young, and subsequently wrote the Introduction to her Fear Not the Fall Fear Not the Fall, Poems and A Two-Act Drama, Fannie Lou Hamer: This Little Light published by New South Books, 2003.

 All of my published work, and especially my writing about and editing the work of Lillian Smith is possible only because I have the love and support of Marcia Winter.

 Please let me know whether you need any further documentation.”

 Rose Gladney