|
King discusses disadvantages African Americans have in the labor market. He speaks on the decline in importance of...
|
Elie considers whether mob violence reflects the views of the majority of white southerners, describing white New Orleanians...
|
Powell discusses the state of organization, strategies, and prospects of the civil rights movement, as well as its leadership....
|
|
Farmer describes the foundation of the Congress of Racial Equality (CORE) and its primary aims, contending that most African...
|
Branton discusses school desegregation in Washington, D.C., as well as in other cities. He discusses the groups that civil...
|
Rustin discusses strategies for the civil rights movement and the advancement of African Americans. He favors integration over...
|
|
Elie considers whether mob violence reflects the views of the majority of white southerners, describing white New Orleanians...
|
|
Williams discusses his internship training under Zephaniah Alexander Looby, an African American lawyer in Nashville....
|
Lawson discusses his education and his interest in civil rights. Lawson explains how the sit-ins in Nashville,...
|
Ezell Blair begins this interview by describing his participation in the Greensboro student sit-in and describes the students...
|
|
Henry begins by describing his first experience with segregation as a child and becoming a member of the National Association...
|
Williams discusses his internship training under Zephaniah Alexander Looby, an African American lawyer in Nashville....
|
|
Hastie considers the revolutionary nature of the civil rights movement, and he conjectures that reports that African Americans...
|
Clark opines on how integration in higher education will impact historically black colleges and universities, suggesting that...
|
|
Elie considers whether mob violence reflects the views of the majority of white southerners, describing white New Orleanians...
|
Hastie considers the revolutionary nature of the civil rights movement, and he conjectures that reports that African Americans...
|
Branton discusses school desegregation in Washington, D.C., as well as in other cities. He discusses the groups that civil...
|
|
Campbell discusses the views of University of Mississippi students concerning desegregation, and he also considers the recent...
|
Evers discusses the White Citizens Council's attempts to intimidate him, and he describes white supremacists' attempts...
|
Henry begins by describing his first experience with segregation as a child and becoming a member of the National Association...
|
|
Campbell discusses the views of University of Mississippi students concerning desegregation, and he also considers the recent...
|
Students offer their views regarding African American leadership. The group discusses the Medgar Evers case, though...
|
|
Wright discusses the civil rights movement in Nashville and how it is different from movements in the North and the “deep...
|
|
The men in this group discuss the extent of integration in the churches of Bridgeport and describe some of the problems of...
|
|
Harvey discusses her educational and family background and describes the influences that led her to civil rights work. She...
|
Carmichael describes his early life and education. Carmichael briefly discusses southern literature, including works by William...
|
|
Young describes his encounters with race and class tensions growing up in New Orleans, Louisiana. He recalls that it...
|
Clark discusses the New York City public school system, busing, and Reverend Milton Galamison's opinions concerning the...
|
Malcolm X recalls his conversion to Islam while he was in prison and discusses his views regarding the value of Islam. He...
|
|
Lawson discusses his education and his interest in civil rights. Lawson explains how the sit-ins in Nashville,...
|
|
Hastie considers the revolutionary nature of the civil rights movement, and he conjectures that reports that African Americans...
|
|
Clark recounts several childhood experiences in Charleston, South Carolina, and she reports progress in Charleston in terms of...
|
|
King discusses the continuity between his and his father's work as civil rights activists, pointing to his formal...
|
|
Young describes his encounters with race and class tensions growing up in New Orleans, Louisiana. He recalls that it...
|
|
Young describes his encounters with race and class tensions growing up in New Orleans, Louisiana. He recalls that it...
|
|
Clark recounts several childhood experiences in Charleston, South Carolina, and she reports progress in Charleston in terms of...
|
|
Clark discusses the New York City public school system, busing, and Reverend Milton Galamison's opinions concerning the...
|
|
Harvey discusses her educational and family background and describes the influences that led her to civil rights work. She...
|
|
Hastie considers the revolutionary nature of the civil rights movement, and he conjectures that reports that African Americans...
|
Clark recounts several childhood experiences in Charleston, South Carolina, and she reports progress in Charleston in terms of...
|
Ellison discusses Du Bois's theory of African American's "double consciousness," concluding that African...
|
|
Stringfellow discusses the civil rights movement, segregation, and American political leaders. He begins by questioning whether...
|
|
Campbell discusses the views of University of Mississippi students concerning desegregation, and he also considers the recent...
|
|
Malcolm X recalls his conversion to Islam while he was in prison and discusses his views regarding the value of Islam. He...
|
Stringfellow discusses the civil rights movement, segregation, and American political leaders. He begins by questioning whether...
|
|
Campbell discusses the views of University of Mississippi students concerning desegregation, and he also considers the recent...
|
|
Walker discusses how advances in communication technology along with the Second World War have helped black Americans...
|
Moses discusses his work with the Student Nonviolent Coordinating Committee, particularly in relation to King’s...
|
Wright discusses the civil rights movement in Nashville and how it is different from movements in the North and the “deep...
|
|
King discusses the continuity between his and his father's work as civil rights activists, pointing to his formal...
|
|
Smith provides a brief personal history, then he describes nonviolence training and sit-ins in Nashville. He explains how...
|
|
Clark discusses the New York City public school system, busing, and Reverend Milton Galamison's opinions concerning the...
|
Clark recounts several childhood experiences in Charleston, South Carolina, and she reports progress in Charleston in terms of...
|
Hastie considers the revolutionary nature of the civil rights movement, and he conjectures that reports that African Americans...
|
|
Powell discusses the state of organization, strategies, and prospects of the civil rights movement, as well as its leadership....
|
|
Moses discusses his work with the Student Nonviolent Coordinating Committee, particularly in relation to King’s...
|
Clark recounts several childhood experiences in Charleston, South Carolina, and she reports progress in Charleston in terms of...
|
Stringfellow discusses the civil rights movement, segregation, and American political leaders. He begins by questioning whether...
|
|
Williams discusses his internship training under Zephaniah Alexander Looby, an African American lawyer in Nashville....
|
|
Clark opines on how integration in higher education will impact historically black colleges and universities, suggesting that...
|
|
Wright discusses the civil rights movement in Nashville and how it is different from movements in the North and the “deep...
|
|
Campbell discusses the views of University of Mississippi students concerning desegregation, and he also considers the recent...
|
|
Lawson discusses his education and his interest in civil rights. Lawson explains how the sit-ins in Nashville,...
|
