“From the ‘Cotton To’ Fields of Utopia to the Corridors of the University” The Mound Bayou...

““From the ‘Cotton To’ Fields of Utopia From the ‘Cotton To’ Fields of Utopia to the Corridors of the University”to the Corridors of the University”

The Mound Bayou Research Team ProjectThe Mound Bayou Research Team Project

Jackson State UniversityJackson State University

J. M. StevensonW. LeeC. Crockett

Proposed Mixed Methods Study Proposed Mixed Methods Study on Mound Bayou:on Mound Bayou:

Lessons Learned from A Lessons Learned from A Phenomenological Ecosystem Phenomenological Ecosystem

Deep in the Mississippi DeltaDeep in the Mississippi Delta

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Table of ContentsTable of ContentsTopic:Topic: PagePage

Executive SummaryExecutive Summary 33

Definition of Phenomenological StudyDefinition of Phenomenological Study 44

Subtext #1: Poverty to ParadiseSubtext #1: Poverty to Paradise 55

Historical OriginHistorical Origin 6-76-7

Subtext #2: People and SituationalitySubtext #2: People and Situationality 88

DemographicsDemographics 99

Phenomenological EcosystemPhenomenological Ecosystem 1010

Research PurposeResearch Purpose 1111

SignificanceSignificance 1212

Conceptual FrameworkConceptual Framework 1313

Subtext #3: Cultural Action and AnalysisSubtext #3: Cultural Action and Analysis 1414

Research Questions (General)Research Questions (General) 1515

Research Questions (Specific)Research Questions (Specific) 1616

Research MethodologyResearch Methodology 1717

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Table of ContentsTable of Contents

Topic:Topic: PagePage

Research ReportResearch Report 1818

Qualitative StrategiesQualitative Strategies 1919

Qualitative Data AnalysisQualitative Data Analysis 2020

Quantitative DataQuantitative Data 2121

Quantitative Data AnalysisQuantitative Data Analysis 2222

Research Sources/ResourcesResearch Sources/Resources 23-2523-25

Benefits and Costs of the StudyBenefits and Costs of the Study 2626

Research TeamResearch Team 27-2927-29

IHEP Fact SheetIHEP Fact Sheet 3030

Principal InvestigatorPrincipal Investigator 3131

Definition of UtoptiaDefinition of Utoptia 3232

Appendix AAppendix A 33-3633-36

Appendix BAppendix B 37-3837-38

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CorinthiansCorinthians

““A body is not a single organ, but A body is not a single organ, but many. If one organ suffers, all suffer many. If one organ suffers, all suffer together. If one flourishes, then all together. If one flourishes, then all

rejoice together.”rejoice together.”

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The Definition of “Cotton To”:The Definition of “Cotton To”:

““Befriend, Like, Embrace, Help, Befriend, Like, Embrace, Help, Receive, Succor, Stand By, Support Receive, Succor, Stand By, Support Incline Toward, Take Up, Take Up Incline Toward, Take Up, Take Up

With, Hit It Off…”With, Hit It Off…”Doubleday RogetDoubleday Roget

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Dear Mound Bayou School District Board Members:

RE: EXECUTIVE SUMMARY OF PROPOSED RESEARCH PROJECT

The attached document describes this project in research terms, but what follows is a more simplified explanation of the project. This research project is about determining whether Mound Bayou students are enrolling in college more than other school districts in Mississippi and, if so, why, how, when and where. We will do several things to conduct the study for this project, which will probably take at least one year. We would like to begin the project during summer, 2007.

•First, we will identify some presuppositions and presumptions about the Mound Bayou community.

•Second, we will consider some of the peripheral factors or external forces in and outside the local community.

•Third, we will examine the internal inputs, like tech support, operational systems, infrastructure, facilities, structural resources, environmental reinforcements, etc.

•Fourth, we will examine the interior outputs, like activities, events, programs, services, etc. “Internal inputs” are more like non-human structural-institutional resources, while “interior outputs” are more like human resource support mechanisms. Some of the interior outputs could also be external to the school district sites and based in the community.

•Fifth, we will examine the outgrowths or aftereffects that consequently result in the successful progression, persistence, and production of students graduating from high school in Mound Bayou and enrolling in institutions of higher learning around the world.

The research team will do all of the above by reviewing historical and present documents, collecting, interpreting and analyzing data (Appendix A), conducting observations, administering surveys, interviewing people, and conducting focus groups in the local community.

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Definition of Phenomenological StudyDefinition of Phenomenological Studyfor Purposes of this Research Projectfor Purposes of this Research Project

This project will study the phenomenon of African American students’ academic success in Mound Bayou. This study will include a historical analysis of the community’s evolution, the socioeconomic conditions of the area by verifying documentation (Appendix A) and validating the perceptions of key principal stakeholders in a community called Mound Bayou. The analysis will include personal experiences of the researchers, interviewees, focus groups, surveys and other qualitative/quantitative approaches. The ultimate goal is to validate, verify and determine the “essence” of student success that manifests progression, success and persistence from the community’s school district to colleges or universities

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SUBTEXT #1FROM POVERTY TO PARADISE

"The truth is ... the oppressed are not 'marginals', are not people living 'outside' society. They have always been 'inside' -- inside the structure which made them 'beings for others'. The solution is not to 'integrate‘ them into the structure of oppression, but to transform that structure so that they can become 'beings for themselves' "(pg 74)

From "Pedagogy of the Oppressed" by Paulo Freire (1970, 1993, 2004)

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Historical Origin of Mound BayouHistorical Origin of Mound Bayou

Mound Bayou traces its origin to the community of Davis Bend, Mississippi, which originally started in the 1820’s as a model slave community by Joseph E. Davis. The community was influenced by the utopian ideas of Robert Owen. Davis Bend developed into an autonomous free community in the aftermath of the American Civil War. Upon its economic failure, Mound Bayou was founded in 1887 under the leadership of Isaiah Montgomery, and his leadership continued through the 1920’s.

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Historical Origin of Mound Bayou (Continued)Historical Origin of Mound Bayou (Continued) On July 12, 1887, the city of Mound Bayou, Mississippi was founded by Isaiah T. Montgomery and his cousin, Benjamin T. Green, former slaves of Joseph Emory Davis. Mound Bayou is situated halfway between Vicksburg, Mississippi and Memphis, Tennessee off of Highway 61. Mound Bayou remains the oldest bastion of Black municipal government in the South. Montgomery and Green founded Mound Bayou to serve as a sanctuary for African-American families and culture. Throughout the years, Mound Bayou has continued its long tradition of community self-empowerment that has produced numerous African American leaders, innovators, and proud family lineages. Mound Bayou has always been a model city for the capabilities of African-Americans to rise above inequality in the South.

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SUBTEXT #2:PEOPLE AND SITUATIONALITY

..."People as beings 'in a situation' find themselves rooted in temporal-spatial conditions which mark them and which they mark. They will tend to reflect on their own 'situational' to the extent that they are challenged by it to act upon it ..." (pg 109)


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Mound Bayou DemographicsMound Bayou DemographicsAs of the census of 2000, there were 2,102 people, 687 households, and 504 families residing in the city. The racial makeup of the city was 98.43% African American, 0.81% White, 0.05% Native American, 0.24% Asian, 0.05% from other races, and 0.43% from two or more races. Hispanic or Latino of any race were 0.38% of the population.

There were 687 households out of which 38.4% had children under the age of 18 living with them, 24.7% were married couples living together, 43.7% had a female householder with no husband present, and 26.5% were non-families. 24.7% of all households were made up of individuals and 9.8% had someone living alone who was 65 years of age or older. The average household size was 3.06 and the average family size was 3.66.

In the city the population was spread out with 34.7% under the age of 18, 12.9% from 18 to 24, 23.5% from 25 to 44, 19.1% from 45 to 64, and 9.8% who were 65 years of age or older. The median age was 27 years. For every 100 females there were 78.3 males. For every 100 females age 18 and over, there were 67.6 males.

The median income for a household in the city was $17,972, and the median income for a family was $19,770. Males had a median income of $21,700 versus $18,988 for females. The per capita income for the city was $8,227. About 41.9% of families and 45.6% of the population were below the poverty line, including 58.5% of those under age 18 and 34.5% of those age 65 or over.

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Phenomenological EcosystemPhenomenological EcosystemEducational disparity between African Americans and Whites is a longstanding problem in the United States and has been the topic of research conferences, public policy agendas and educational initiatives for more than thirty years. The academic performance of African Americans, even in the most affluent communities, lags behind Whites. Research shows that factors of race and income are contributors to racial disparity. The gap in academic performance between African Americans and Whites has, in many ways, become an expected condition or a societal-cultural norm.

Mound Bayou is a community founded by former African American slaves in the late 1800s and has a 42% families who are below poverty. However recent community folklore suggests that this remarkable town has, and continues to have, more high school graduates go to college than any other town in Mississippi. This phenomenon of African American educational success in an under resourced community in the Mississippi Delta is the focus of this proposed research.

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Research PurposeResearch Purpose

The purpose of this research is to explore a reported phenomena of African Americans’ educational success in a small community in the Mississippi Delta. The ultimate goal is to verify, validate and understand the “essence” of student success that manifests in progression, success and persistence from the community’s school district to colleges or universities.

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Significance of the StudySignificance of the Study

The proposed study would be a major contribution to our understanding of how communities foster the academic success of African American students in the face of modest community revenue. The study will tell a different story regarding the academic success of African American students than the pervasive expectation of academic failure or under performance as compared to Whites. The study will contribute to our understanding of how political, economic, and social systems work together to affirm the educational future of African Americans.

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Working Conceptual Framework forWorking Conceptual Framework forMound Bayou Research ProjectMound Bayou Research Project

Optimal Resource

Maximization

Systemic Economic Conditions:

EnvironmentalConditions

HealthConditions

EducationalSystem

Emerging CommunityPractices

Systematic SocializationProcesses:

InteractionFrequencies

Support Mechanism

Tracking System

CurriculumAlignment

Innovation Methods

African American Students’ Educational Success

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SUBTEXT #3:CULTURAL ACTION AND SYNTHESIS

...Cultural action is always a systematic and deliberate form of action which operates upon the social structure, either with the objective of preserving that structure or of transforming it. As a form of deliberate and systematic action, all cultural action has its theory which determines its ends and thereby defines its methods". (pg 179)


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General Research QuestionsGeneral Research Questions

What plausible grounded theory could be drawn? How does the community promote educational

success for African American students? How does students’ internal locus of control

contribute to their academic success? How do the social system and social networks in

Mound Bayou contribute to students academic performance?

Other research questions that emerge during the course of the research process.

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Specific Three-Fold Research QuestionsSpecific Three-Fold Research Questions(Inquiry, Validation & Verification)(Inquiry, Validation & Verification)

One:One: Why do more African American students graduate Why do more African American students graduate from the Mound Bayou School District and enroll in from the Mound Bayou School District and enroll in higher education than (percentage/per capita) any higher education than (percentage/per capita) any other school district in Mississippi?other school district in Mississippi?

Two:Two: If verified, why does this occur from the district; how If verified, why does this occur from the district; how does this occur from the district; when does the does this occur from the district; when does the preparatory progression and persistence toward preparatory progression and persistence toward college occur; and where do the students enroll in college occur; and where do the students enroll in higher education after they graduate from the district?higher education after they graduate from the district?

Three:Three: What type of socialization and infrastructure support What type of socialization and infrastructure support occurs in the Mound Bayou community to propel occurs in the Mound Bayou community to propel students upward toward higher education?students upward toward higher education?

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Research MethodologyResearch MethodologyThis proposal for funding is to support a small group of social scientists to conduct field research in a small rural town, Mound Bayou, located in the heart of the Mississippi Delta to examine what appears to be, according to locals, an educational phenomenon in the poorest State in the United States.

The proposed research will consist of a mixed methods design that draws from the qualitative and quantitative research paradigms. The research recognizes the importance of understanding the depth of the phenomena and the breath of the African American students’ academic success. The mixed methods methodology affords an opportunity for both exploration, validation and inferential analysis of data that will inform future decisions in other communities.

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Anticipated Content of the Anticipated Content of the Project Research ReportProject Research Report

Overview of the StudyOverview of the Study Problem Statement Problem Statement Purpose Purpose Research Questions Research Questions Significance Significance Conceptual FrameworkConceptual Framework Methodological DesignMethodological Design Results and FindingsResults and Findings Recommendations Recommendations

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Qualitative Data Collection StrategiesQualitative Data Collection Strategies

Interviews Interviews Parents, Grandparents, Teachers, Parents, Grandparents, Teachers, Students, Principals and AlumsStudents, Principals and Alums

Focus GroupsFocus Groups School-Based and Community-Based School-Based and Community-Based GroupsGroups

ObservationsObservations Classroom, Home-place and Classroom, Home-place and WorkplaceWorkplace

DocumentationDocumentation Archives, Curriculum, School, Archives, Curriculum, School, Policies, Procedures and ProcessesPolicies, Procedures and Processes

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Qualitative Data AnalysisQualitative Data Analysis

Pattern matching Pattern matching Emerging themesEmerging themesGrounded theory developmentGrounded theory development

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Quantitative DataQuantitative Data

Primary Data: Surveys (Alums and Graduates)Primary Data: Surveys (Alums and Graduates)

Secondary Data: Statistical Reports, Evaluation Secondary Data: Statistical Reports, Evaluation Reports, Other Data Records (school system Reports, Other Data Records (school system data, city/county data, state data, national data)data, city/county data, state data, national data)

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Quantitative Data AnalysisQuantitative Data Analysis

Drop-out Rates & Persistence TrendsDrop-out Rates & Persistence Trends Matriculation Rates & Persistence TrendsMatriculation Rates & Persistence Trends Curriculum Alignment & Persistence TrendsCurriculum Alignment & Persistence Trends Test Scores & Persistence TrendsTest Scores & Persistence Trends Graduation Rates & Persistence TrendsGraduation Rates & Persistence Trends College Placement Rates & Persistence College Placement Rates & Persistence

TrendsTrends

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Mound Bayou: A Phenomenological Ecosystem?Mound Bayou: A Phenomenological Ecosystem?Possible Research Sources & Resources of DataPossible Research Sources & Resources of Data

School-Based Principal Stakeholders (Internal)

Parents

Teachers

Principals

Counselors

Others

A

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Community-Based Principal Stakeholders (External)

Faith Leaders

Political/Government Leaders

Business/Commerce Leaders

Alums/Graduates

B

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Historical/Archival-Based Data

School Data

City Data

County Data

State Data

C

Federal Data

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Benefits and Costs of the StudyBenefits and Costs of the Study First, the continuing legacy of Mound Bayou as a model community First, the continuing legacy of Mound Bayou as a model community

for African-Americans in Mississippi and the U.S.for African-Americans in Mississippi and the U.S. Second, the maintenance, adherence and compliance of continued Second, the maintenance, adherence and compliance of continued

state and regional accreditation for the school district.state and regional accreditation for the school district. Third, the development of a prototype for continued student success Third, the development of a prototype for continued student success

for other African-American communities—hence, “it takes a whole for other African-American communities—hence, “it takes a whole village to educate a child” (Nigeria).village to educate a child” (Nigeria).

Fourth, the development of research documentation to support Fourth, the development of research documentation to support economic growth and educational advancement.economic growth and educational advancement.

Fifth, the development of an international network for a community of Fifth, the development of an international network for a community of practice.practice.

Sixth, the creation of hard data and factual documentation to support Sixth, the creation of hard data and factual documentation to support fund-raising and external support by philanthropic and corporate fund-raising and external support by philanthropic and corporate organizations.organizations.

Seventh, the identification of documentation to support data-driven Seventh, the identification of documentation to support data-driven and diagnostic decision making for continued success.and diagnostic decision making for continued success.

The research team will seek funding from governmental and corporate sources to support the funding for the study. A budget is being developed. The research team may request office space and other related support from the district as an in-kind contribution.

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Mound Bayou Faculty Research Team Mound Bayou Faculty Research Team

Joseph StevensonJoseph Stevenson Qualitative (QL)Qualitative (QL)

Wynetta LeeWynetta Lee Quantitative (QN)Quantitative (QN)

Matthew HoldenMatthew Holden QL and QNQL and QN

Elaine BakerElaine Baker QL and QNQL and QN

Estus SmithEstus Smith Historical Documentation (HD)Historical Documentation (HD)

Luther BrownLuther Brown HDHD

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Mound Bayou Project Mound Bayou Project Research AssociatesResearch Associates

Ernest BrothersErnest Brothers Greenville, MSGreenville, MS

Linda BourgeoisLinda Bourgeois Brandon, MSBrandon, MS

Kendricks HookerKendricks Hooker Clarksdale, MSClarksdale, MS

Jerald Jones-WoolfolkJerald Jones-Woolfolk Greenville, MSGreenville, MS

Tracy MimsTracy Mims Sumner, MSSumner, MS

Mary Frances MitchellMary Frances Mitchell Clarksdale, MSClarksdale, MS

Francis OffiongFrancis Offiong Memphis, TNMemphis, TN

Alfredda PayneAlfredda Payne Baltimore, MDBaltimore, MD

LaToshia StampsLaToshia Stamps Jackson, MSJackson, MS

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Fact Sheet from Institute of Higher Education PolicyFact Sheet from Institute of Higher Education Policy Higher Education provides economic and social benefits both to individuals and society as a Higher Education provides economic and social benefits both to individuals and society as a

whole. whole. People with more education tend to have higher salaries, higher savings, more leisure People with more education tend to have higher salaries, higher savings, more leisure

time, and better health/life expectancy.time, and better health/life expectancy. However, for a significant number of people—low-income students, students of color, first However, for a significant number of people—low-income students, students of color, first

generation college-goers—our higher education system does not work well, it at all.generation college-goers—our higher education system does not work well, it at all. In 2003, while 80 percent of high-income high school completers were enrolled in In 2003, while 80 percent of high-income high school completers were enrolled in

college by the following October, only 53 percent of low-income students were.college by the following October, only 53 percent of low-income students were. A study of 19 selective public and private colleges found that roughly 11 percent of their A study of 19 selective public and private colleges found that roughly 11 percent of their

students came from families in the lowest-income quartile, and only 6 percent were first-students came from families in the lowest-income quartile, and only 6 percent were first-generation students.generation students.

About 63 percent of all students who were first-time students at four-year institutions in About 63 percent of all students who were first-time students at four-year institutions in 1995-96 earned a bachelor’s degree within six years. But only 54 percent of students 1995-96 earned a bachelor’s degree within six years. But only 54 percent of students with family incomes in the lowest quartile had earned their degree, and 46 percent of with family incomes in the lowest quartile had earned their degree, and 46 percent of Black students.Black students.

Over the coming decade, it will become increasingly important for the higher education Over the coming decade, it will become increasingly important for the higher education system to close enrollment gaps and better educate currently underserved students.system to close enrollment gaps and better educate currently underserved students. Projections indicate that more than 40 percent of the graduating high school seniors will Projections indicate that more than 40 percent of the graduating high school seniors will

be of a racial or ethnic minority by 2014.be of a racial or ethnic minority by 2014. By 2015, 80 percent of the new undergraduate students will be African American, By 2015, 80 percent of the new undergraduate students will be African American,

Hispanic, or Asian/Pacific Islander. In all, students of color will represent 37 percent of Hispanic, or Asian/Pacific Islander. In all, students of color will represent 37 percent of all enrollments.all enrollments.

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About the Primary Principal Investigator

Joseph Martin Stevenson was born at Hubbard Hospital of Meharry Medical College and raised on the campus of Fisk University in Nashville, Tennessee . He has a BA and two MAs from California State University and a MS and PhD from the University of Oregon. All of his degrees are either in the field of education or social science.

An advocate of systemic pre-collegiate and post-secondary institutional synergy, Joseph has served as a school superintendent in New Jersey and as a provost/academic vice president in New York, California and Mississippi. An author of many scholarly publications and presentations, Joseph is known for his persistent encouragement for action, applied and scientific research to improve human conditions in impoverished communities. He has and continues to coordinate many field initiatives in the Mississippi Delta. One of these initiatives will result in a collaborative book with former Grambling State president, Dr. Neari Warner and his doctoral students entitled, "Planning Principles and Perspectives for Applying Knowledge Management, Aligning Stakeholders and Building Communities in the Mississippi Delta".

Joseph is a member of the Mid-South Delta Leadership group, a distinguished professor of urban higher education at Jackson State University, a senior fellow at the University of Georgia, and a lecturer at Stanford University. Joseph can be reached at: [email protected]

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“Utopia is what the imagination of man has to say about the possibilities of the human spirit.”

Howard ThurmanA Search for Common Ground, 1971

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APPENDIX AAPPENDIX A

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Enrollment by GradeEnrollment by GradeP

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1

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2

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3

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4

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5

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6

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7

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8

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9

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12

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0

10

20

30

40

50

60

70

80

90

Num

ber of

Stu

dent

s E

nrol

led

Grade Level

Source: Mississippi Department of Education, Office of Research and Statistics

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Dropout / Graduation Data by Dropout / Graduation Data by GenderGender

3.7

27.5 26.6

96.3

50.0

61.1

0

20

40

60

80

100

Dropout Graduation

Females - N=343 Males - N=353 State - N=51,391


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Dropout / Graduation DataDropout / Graduation Databy Gender & Raceby Gender & Race

3.7 0.0

27.5

0.0

26.6

96.3

0.0

50.0

0.0

61.1

0

20

40

60

80

100

Dropout Graduation

Black Females - N=343 White Females - N=0 Black Males - N=352

White Males - N=1 State - N=51,391


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Appendix BAppendix B

"We must make ourselves whole again. We must restore and renew. We must look into the open MAAFA wounds, grieve and remember those lost to us through miseducation, collaboration, and those who resisted. As we conquer our oppression we give ourselves permission to follow the Sankofa Bird and look deep into the well of our own culture. We don't glorify the culture, we use it. We will create ourself out of ourself.“

Nana Baffour Amankwatia II (Asa Hilliard)

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