Which Of The Little Rock Nine Graduated? Rockscapes.net is here to help you discover that six of the Little Rock Nine successfully graduated from Central High School or received their diplomas later. This article will explore their remarkable journeys, the obstacles they faced, and their inspiring achievements. Let’s delve into the legacy of these civil rights pioneers and uncover the transformative impact they had on education and society while providing you with insights and inspiration for your projects with the best rockscapes for your landscape.
1. The Little Rock Nine: A Turning Point in History
The Little Rock Nine were a group of African American students who, in 1957, bravely integrated Little Rock Central High School in Little Rock, Arkansas. This pivotal moment in the Civil Rights Movement tested the Supreme Court’s Brown v. Board of Education decision, which had declared segregation in public schools unconstitutional. Their courageous act challenged racial segregation and inequality in education, marking a significant step forward in the fight for civil rights.
1.1 Background: The Road to Integration
In 1954, the Brown v. Board of Education of Topeka Supreme Court decision outlawed segregation in public education. Little Rock School District Superintendent Virgil Blossom devised a plan of gradual integration that would begin at Central High School in 1957. The school board called for volunteers from all-black Dunbar Junior High and Horace Mann High School to attend Central.
1.2 The Selection Process and Initial Challenges
Prospective students were told they would not be able to participate in extracurricular activities if they transferred to Central such as football, basketball, or choir. Many of their parents were threatened with losing their jobs, and some students decided to stay at their own schools.
Carlotta Walls LaNier, one of the Little Rock Nine, recalled the restrictions:
“[Blossom said] you’re not going to be able to go to the football games or basketball games. You’re not going to be able to participate in the choir or drama club, or be on the track team. You can’t go to the prom. There were more cannots…”Despite the challenges, Minnijean Brown, another member of the Little Rock Nine, expressed her optimism:
“When my tenth-grade teacher in our Negro school said there was a possibility of integration, I signed up. We all felt good. We knew that Central High School had so many more courses, and dramatics and speech and tennis courts and a big, beautiful stadium.”1.3 The First Day of School: Facing Hostility
On September 3, 1957, the Little Rock Nine arrived to enter Central High School, but they were turned away by the Arkansas National Guard. Governor Orval Faubus called out the Arkansas National Guard the night before to, as he put it, “maintain and restore order…” The soldiers barred the African American students from entering.
Elizabeth Eckford, one of the Little Rock Nine, stated, “I was not prepared for what actually happened.” Thelma Mothershed Wair, another member, added, “I thought he [Faubus] was there to protect me. How wrong I was.”
The students arrived at Central alone on the first day. By prior arrangement, they gathered at the 16th Street entrance with several local ministers who accompanied them. Elizabeth Eckford arrived at the other end of the block by herself. She was met by a mob screaming obscenities and threats, chanting, “Two, four, six, eight, we ain’t gonna integrate!”
Jefferson Thomas, one of the Little Rock Nine, noted, “We didn’t know that his [Faubus’] idea of keeping the peace was keeping the blacks out.”
1.4 Federal Intervention and Continued Resistance
More than two weeks went by before the Little Rock Nine again attempted to enter Central High School. On September 23, 1957, the Little Rock Nine entered the school. Outside, rioting broke out and the Little Rock police removed the Nine for their safety.
On September 24, 1957, President Dwight D. Eisenhower ordered units of the U.S. Army’s 101st Airborne Division -the “Screaming Eagles”- into Little Rock and federalized the Arkansas National Guard. In a televised speech delivered to the nation, President Eisenhower stated, “Mob rule cannot be allowed to override the decisions of the courts.”
1.5 A Full Day of School
On September 25, 1957, under federal troop escort, the Little Rock Nine made it inside for their first full day of school. The 101st Airborne left in October and the federalized Arkansas National Guard troops remained throughout the year.
1.6 The 101st Airborne Division
Inside the School
The Little Rock Nine had assigned guards to walk them from class to class. The guards could not accompany the students inside the classrooms, bathrooms, or locker rooms. They would stand outside the classrooms during class time. In spite of this, the Little Rock Nine endured verbal and physical attacks from some of their classmates throughout the school year. Although some white students tried to help, few white students befriended any of the Nine. Those who did received similar treatment as the Nine, such as hate mail and threats.
1.7 Expulsion
One of the Little Rock Nine, Minnijean Brown, was suspended in December for dropping chili on some boys after they refused to let her pass to her seat in the cafeteria. She was later expelled in February 1958 for calling a girl who had hit her with a purse “white trash.” After Brown’s expulsion, students passed around cards that read, “One Down, Eight to Go.”
Brown finished high school at New Lincoln School in New York City, while living with Drs. Kenneth and Mamie Clark. The Clarks were the social psychologists whose “doll test” work demonstrated for the Supreme Court in Brown that racial prejudice and segregation caused African-American children to develop a sense of inferiority.
1.8 Graduation
The remaining eight students completed the school year at Central. Senior Ernest Green was the first African American student to graduate from Central High School.
Ernest Green, reflecting on his experience, said, “It’s been an interesting year. I’ve had a course in human relations first hand.”
The Aftermath
The following year, the city’s high schools were closed to prevent further desegregation while the NAACP continued to pursue the legal case to integrate Little Rock’s schools.
When the schools reopened, Carlotta Walls and Jefferson Thomas returned to Central and graduated in 1960. Thelma Mothershed received her diploma from Central High School by taking correspondence courses to complete her studies.
The rest of the Little Rock Nine completed their high school educations at different schools. The Little Rock Nine have received numerous accolades and awards, from the renowned NAACP Spingarn Medal to the nation’s highest civilian honor, the Congressional Gold Medal.
2. Which Members Of The Little Rock Nine Graduated From Central High School?
Several members of the Little Rock Nine persevered and graduated from Central High School, while others completed their education elsewhere due to the immense challenges they faced.
2.1 Ernest Green: The First Graduate
Ernest Green made history as the first African American to graduate from Little Rock Central High School in May 1958. His graduation marked a significant milestone in the desegregation of American schools, symbolizing progress and hope for future generations. Green’s achievement paved the way for other African American students to pursue their education without facing discrimination.
2.2 Carlotta Walls LaNier: A Symbol of Resilience
Carlotta Walls LaNier returned to Central High School after its reopening and graduated in 1960. Her determination to complete her education at Central demonstrated her resilience and commitment to breaking down racial barriers. LaNier’s success inspired many others to stand up for their rights and pursue their dreams despite adversity.
2.3 Jefferson Thomas: Overcoming Obstacles
Jefferson Thomas also returned to Central High School and graduated in 1960. His persistence in the face of discrimination and hostility showcased his unwavering spirit and dedication to achieving his goals. Thomas’s achievement served as a testament to the power of perseverance and the importance of fighting for equality.
2.4 Thelma Mothershed Wair: Completing Studies Through Correspondence
Thelma Mothershed Wair received her diploma from Central High School in 1960 by completing correspondence courses and transferrable summer school credits. Her innovative approach to education demonstrated her resourcefulness and determination to succeed despite the obstacles she faced. Wair’s story inspires individuals to find creative solutions and never give up on their educational pursuits.
2.5 Minnijean Brown Trickey
Minnijean Brown Trickey graduated from New Lincoln High School in 1959. She received a Bachelor of Social Work degree in Native Human Services from Laurentian University and a Master of Social Work degree at Carleton University, in Ontario Canada. Brown Trickey has worked in various settings committed to peacemaking, gender and social justice advocacy, youth leadership, diversity education and training, cross-cultural communication, and environmental issues. She served in Clinton Administration as Deputy Assistant Secretary for Workforce Diversity in the Department of the Interior. Brown Trickey continues to work as a teacher, writer, and motivational speaker; she is the subject of the critically acclaimed documentary, Journey to Little Rock: The Untold Story of Minnijean Brown Trickey.
2.6 Elizabeth Eckford
After Governor Faubus closed all public high schools in Little Rock to prevent further integration during the 1958-1959 school year, Elizabeth moved to St. Louis, Missouri where she obtained a GED. Eckford served in the U.S. Army as a pay clerk, information specialist, and newspaper writer. She holds a Bachelor of Arts in History from Central State University in Wilberforce, Ohio. For her great contributions to social justice, Eckford has received many prestigious awards such as the Congressional Gold Medal, the NAACP Spingarn Medal, and the Humanitarian Award presented by the National Conference for Community and Justice. Today, Eckford is still a strong proponent of tolerance in every aspect of life.
2.7 Dr. Melba Pattillo Beals
Dr. Melba Pattillo Beals finished her high school education at Montgomery High School in Santa Rosa, California. Beals earned a bachelor’s degree in Journalism from San Francisco State University, a Master of Arts in Communications from Columbia University, and a Ph.D. in International Multicultural Studies from the University of San Francisco. She has worked as an on-camera television reporter for KQED’s Newsroom, as an NBC-TV news reporter, and as a radio news talk show host for KGO, ABC radio, San Francisco. Dr. Beals founded the Department of Communications and Media Studies at the Dominican University of California. She has written four books based on her experiences at Central High School. Warriors Don’t Cry: A Searing Memoir of the Battle to Integrate Little Rock’s Central High is a firsthand account of the experience that Beals and the Little Rock Nine encountered at Central High School. Other works include March Forward, Girl, the prequel to Warriors Don’t Cry; White is a State of Mind, the sequel to Warriors Don’t Cry; and I Will Not Fear, an examination of her faith through her journey of terror, oppression, and persecution. Dr. Beals is the recipient of the Robert F. Kennedy Book Award, the Spingarn Medal, the Congressional Gold Medal, and is a communications consultant and motivational speaker.
2.8 Gloria Ray Karlmark
Gloria Ray Karlmark graduated from Kansas City Central High School in 1960. She earned a bachelor’s degree in Chemistry and Mathematics from the Illinois Institute of Technology (IIT); post-graduation, she joined the ITT Research Institute as Assistant Mathematician on the APT IV Project (robotics, numerical control, and online technical documentation) and collaborated with Boeing in Seattle, McDonnell-Douglas in Santa Monica, and the NASA Automation center in St. Louis. Karlmark has served as a teacher, mathematician, systems analyst, and technical writer. She founded and served as the Editor-in-Chief for Computers in Industry, an international journal of computer science and engineering. Karlmark also worked in the Netherlands for Philips Telecommunications in Hilversum and Philips Lighting in Eindhoven.
2.9 Dr. Terrence Roberts
Dr. Terrence Roberts graduated from Los Angeles High School in 1959. He earned a bachelor’s degree in Sociology from California State University and a master’s degree in Social Welfare from the University of California at Los Angeles. In 1976, Roberts was awarded a Ph.D. in psychology from Southern Illinois University and later became Department Chair of the Psychology program at Antioch University, Los Angeles. He is the author of Lessons from Little Rock, a memoir of the 1957-58 school year at Central, and Simple, Not Easy, a reflection on community, social responsibility, and tolerance. Dr. Roberts is CEO of Terrence J. Roberts & Associates, a management consultant firm devoted to fair and equitable practices. He maintains a private psychology practice, conducts lectures, and presents workshops and seminars on a wide variety of topics. Dr. Roberts is the recipient of the Spingarn Medal and the Congressional Gold Medal.
3. The Enduring Legacy of the Little Rock Nine
The Little Rock Nine’s courage and determination continue to inspire generations, reminding us of the importance of standing up for justice and equality.
3.1 Awards and Recognition
The Little Rock Nine have received numerous accolades and awards for their contributions to civil rights and education. These include the NAACP Spingarn Medal and the Congressional Gold Medal, the nation’s highest civilian honor. Their recognition serves as a reminder of their impact and inspires others to fight for equality.
3.2 Impact on Education and Society
Their actions helped pave the way for desegregation in schools across the United States, promoting diversity and inclusivity in education. The Little Rock Nine’s legacy extends beyond education, inspiring positive change and progress in various aspects of society. Their story encourages us to confront injustice and work towards a more equitable future for all.
3.3 Lessons Learned
The Little Rock Nine’s experiences offer valuable lessons about perseverance, courage, and the importance of standing up for what is right. Their story teaches us that change is possible when individuals come together to challenge injustice and inequality. By learning from their example, we can create a more inclusive and just society for future generations.
4. What Obstacles Did The Little Rock Nine Face?
The Little Rock Nine faced immense obstacles during their integration of Central High School, ranging from physical threats to psychological warfare. These challenges tested their resilience and determination.
4.1 Hostile Environment
The students were met with daily harassment, verbal abuse, and physical attacks from some white students and community members. This hostile environment created a tense and unsafe atmosphere, making it difficult for the Little Rock Nine to focus on their studies and feel accepted.
4.2 Psychological Warfare
The Little Rock Nine were subjected to psychological tactics aimed at intimidating and demoralizing them. These tactics included spreading rumors, ostracizing them from social activities, and making discriminatory remarks. The constant psychological pressure took a toll on their mental and emotional well-being.
4.3 Lack of Support
Despite the presence of federal troops, the Little Rock Nine often felt isolated and unsupported by the school administration and some teachers. The lack of support exacerbated their sense of vulnerability and made it even more challenging to navigate the hostile environment.
4.4 Threats to Safety
The Little Rock Nine and their families received constant threats of violence and intimidation, creating a climate of fear and uncertainty. These threats not only endangered their physical safety but also added to the psychological stress they experienced.
5. How Did The Community React To The Integration?
The integration of the Little Rock Nine at Central High School sparked a wide range of reactions from the community, reflecting the deep divisions and tensions of the time.
5.1 Resistance and Protest
Many white residents vehemently opposed integration and staged protests, demonstrations, and acts of violence to prevent the African American students from attending Central High School. These actions reflected the entrenched racism and segregationist attitudes prevalent in the community.
5.2 Division and Conflict
The integration crisis divided the community, pitting those who supported integration against those who opposed it. This division led to conflicts, tensions, and strained relationships among neighbors, friends, and family members.
5.3 Support for Integration
Despite the resistance, some white residents and community leaders supported integration and worked to promote peaceful coexistence and understanding. These individuals demonstrated courage and moral conviction in standing up for equality and justice.
5.4 Federal Intervention
President Eisenhower’s decision to send federal troops to Little Rock highlighted the federal government’s commitment to enforcing desegregation and upholding the rule of law. However, the presence of troops also underscored the deep-seated resistance and divisions within the community.
6. What Impact Did The Little Rock Nine Have On The Civil Rights Movement?
The Little Rock Nine played a pivotal role in advancing the Civil Rights Movement, serving as catalysts for change and inspiring others to fight for equality and justice.
6.1 National Attention
Their struggle to integrate Central High School garnered national and international attention, bringing the issue of segregation and racial discrimination to the forefront of public consciousness. This increased awareness helped galvanize support for the Civil Rights Movement.
6.2 Inspiration and Empowerment
The Little Rock Nine’s courage and resilience inspired countless individuals to challenge segregation and discrimination in their own communities. Their actions empowered others to stand up for their rights and demand equal treatment under the law.
6.3 Legal and Political Change
Their efforts contributed to legal and political changes aimed at dismantling segregation and promoting civil rights. The Little Rock crisis prompted federal intervention and strengthened the resolve of civil rights advocates to push for further reforms.
6.4 Legacy of Change
The Little Rock Nine’s legacy continues to inspire positive change and progress in the pursuit of equality and justice. Their story serves as a reminder of the power of individual action and the importance of standing up against injustice.
7. How Does The Story Of The Little Rock Nine Relate To Modern Issues?
The story of the Little Rock Nine remains relevant today, shedding light on ongoing issues of racial inequality, discrimination, and the importance of diversity and inclusion.
7.1 Racial Inequality
Despite progress in civil rights, racial inequality persists in various aspects of society, including education, employment, housing, and the criminal justice system. The Little Rock Nine’s struggle reminds us of the need to address these disparities and promote equal opportunities for all.
7.2 Discrimination
Discrimination based on race, ethnicity, religion, gender, sexual orientation, and other characteristics continues to be a pervasive problem. The Little Rock Nine’s experiences highlight the importance of challenging discrimination and promoting tolerance, understanding, and respect for diversity.
7.3 Diversity and Inclusion
The integration of Central High School underscored the value of diversity and inclusion in education and society. Creating welcoming and inclusive environments that celebrate differences and foster a sense of belonging is essential for promoting social cohesion and equality.
7.4 Social Justice
The Little Rock Nine’s story is a powerful reminder of the ongoing struggle for social justice and the need to advocate for the rights of marginalized and oppressed communities. By standing in solidarity with those who face injustice, we can work towards a more equitable and just society for all.
8. How Is Little Rock Central High School Preserved Today?
Little Rock Central High School is preserved as a National Historic Site, commemorating the events of 1957 and serving as a reminder of the struggle for civil rights.
8.1 National Historic Site
The school is designated as a National Historic Site, ensuring its preservation and protection for future generations. The site includes the school building, visitor center, and surrounding grounds, providing visitors with a comprehensive understanding of the events that took place there.
8.2 Educational Programs
The National Park Service offers educational programs and tours at Little Rock Central High School, teaching visitors about the history of the Little Rock Nine and the Civil Rights Movement. These programs promote dialogue, reflection, and understanding of the ongoing struggle for equality and justice.
8.3 Commemoration
The school holds annual events and commemorations to honor the Little Rock Nine and their contributions to civil rights. These events serve as a tribute to their courage and resilience, as well as a reminder of the importance of continuing the fight for equality.
8.4 Inspiration
Little Rock Central High School serves as a symbol of hope, resilience, and the power of education to transform lives and communities. The site inspires visitors to reflect on the lessons of the past and commit to building a more inclusive and just society for future generations.
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FAQ About The Little Rock Nine And Their Graduation
What was the Little Rock Crisis?
The Little Rock Crisis occurred in 1957 when the Little Rock Nine, a group of African American students, attempted to integrate Little Rock Central High School in Arkansas, facing resistance from the state government and segregationist protesters.
Who were the Little Rock Nine?
The Little Rock Nine were Ernest Green, Elizabeth Eckford, Jefferson Thomas, Terrence Roberts, Carlotta Walls LaNier, Minnijean Brown Trickey, Gloria Ray Karlmark, Thelma Mothershed Wair, and Melba Pattillo Beals.
How many of the Little Rock Nine graduated from Central High?
Three of the Little Rock Nine graduated from Central High School: Ernest Green (1958), Carlotta Walls LaNier (1960), and Jefferson Thomas (1960). Thelma Mothershed Wair received her diploma from Central High School in 1960 by completing correspondence courses.
What happened to Minnijean Brown at Central High?
Minnijean Brown was suspended and later expelled from Central High School for retaliating against racial harassment, finishing her high school education at New Lincoln School in New York City.
Where did the other members of the Little Rock Nine graduate?
Elizabeth Eckford obtained a GED after moving to St. Louis, Missouri; Melba Pattillo Beals graduated from Montgomery High School in Santa Rosa, California; Gloria Ray Karlmark graduated from Kansas City Central High School; and Terrence Roberts graduated from Los Angeles High School.
What degrees did the Little Rock Nine pursue after high school?
The Little Rock Nine pursued various degrees, including social work, journalism, sociology, chemistry, and mathematics, showcasing their diverse interests and talents.
What awards did the Little Rock Nine receive?
The Little Rock Nine received numerous accolades, including the NAACP Spingarn Medal and the Congressional Gold Medal, recognizing their contributions to civil rights and education.
How is Little Rock Central High School preserved today?
Little Rock Central High School is preserved as a National Historic Site, offering educational programs and tours that commemorate the events of 1957 and promote dialogue about civil rights.
How can I learn more about the Little Rock Nine?
You can visit the Little Rock Central High School National Historic Site, read books and articles about the Little Rock Nine, and explore online resources from reputable organizations.
What is the significance of the Little Rock Nine’s story?
The story of the Little Rock Nine highlights the importance of courage, resilience, and the pursuit of equality and justice in the face of adversity, inspiring future generations to stand up for what is right.
