Everyday Life Under Segregation: Difference between revisions

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[https://americanradioworks.publicradio.org/features/remembering/public.html Water fountains labeled white and colored | Mary Sive | American RadioWorks / American Public Media | Undated; recalls summer 1947]
[https://americanradioworks.publicradio.org/features/remembering/public.html Water fountains labeled white and colored | Mary Sive | American RadioWorks / American Public Media | Undated; recalls summer 1947]
  Sive, a white traveler from the North, recalls encountering racially labeled drinking fountains during a cross-country rail journey. She explains how this ordinary act of drinking water made segregation's pervasive reach tangible to her.
  Sive, a white traveler from the North, recalls encountering racially labeled drinking fountains during a cross-country rail journey. She explains how this ordinary act of drinking water made segregation's pervasive reach tangible to her.
=== Shopping, Travel, and Public Spaces ===
'''63. Clara Maddox — Buying a Banana Split but Being Forbidden to Sit Down'''
[https://www.nps.gov/kemo/learn/historyculture/claramaddox.htm Interview with Clara Maddox | Clara Maddox | National Park Service | October 18, 2017]
Maddox remembers everyday restrictions in Marietta, Georgia: buying ice cream but being unable to eat inside, using separate drinking fountains, and entering businesses through back doors. She also describes standing on buses when white passengers occupied the rear seats, alongside memories of school routines and neighbors sharing food.
'''64. Lamuriel Adams — Childhood Friendships, Segregated Buses, and Klan Intimidation'''
[https://www.nps.gov/kemo/learn/photosmultimedia/lamurieladams.htm Interview with Lamuriel Adams | Lamuriel Adams | National Park Service | October 18, 2017]
Adams recalls accompanying her grandmother to domestic work, playing with white children, and later moving to the Black side of town. Her account includes crowded segregated buses, long walks to school, and instructions to close windows and extinguish lights when the Ku Klux Klan drove through the neighborhood.
'''65. Herbert Cross — Waiting Until Every White Customer Had Been Served'''
[https://crbb.tcu.edu/clips/2387/childhood-memories-3 Childhood Memories | Herbert Cross | Civil Rights in Black and Brown, Texas Christian University | June 20, 2016]
Cross describes growing up in Mineral Wells, Texas, where Black employment centered on hotel service, laundry, and domestic work. He remembers a small school serving all twelve grades and stores that made him wait while white customers received service first, even when he had arrived before them.
'''66. Nathaniel Washington — Restaurant Rules and Bus Seating in Charlotte'''
[https://goldmine.charlotte.edu/record/26471 Nathaniel Washington Oral History Interview | Nathaniel Washington | University of North Carolina at Charlotte | November 14, 2006]
Washington recalls separate ordering procedures for Black restaurant customers, segregated bus seating, and the destruction of Black neighborhoods through urban renewal. His account also follows his working life, including advancement to a restaurant management position supervising white employees.
'''67. Billy Taylor — Music, Shopping, and Exclusion in Washington, D.C.'''
[https://www.pbs.org/ellingtonsdc/interviewTaylor.htm Interview with Dr. Billy Taylor | Billy Taylor | PBS, Duke Ellington's Washington | Undated transcript]
Taylor remembers a neighborhood sustained by Black doctors, businesses, churches, and musicians. He describes being excluded from downtown theaters and lunch counters while enjoying concerts at Howard University and music in family homes. His childhood memories reveal both the restrictions of segregation and the community's rich cultural life.
=== Teachers and Everyday School Life ===
'''68. Anna McCright — Teaching in a One-Room School and Becoming a Principal'''
[https://mds.marshall.edu/oral_history/581/ Interview with Anna McCright | Anna McCright | Marshall University | 1999, catalog publication year]
McCright discusses a teaching career beginning in a one-room school in 1942 and extending into school leadership in West Virginia. Her recollections cover segregated education, changes accompanying desegregation, racial and gender barriers, childhood celebrations, and experiences living in a white neighborhood.
'''69. Mary M. Elston — Family, Recreation, and a Teaching Career'''
[https://mds.marshall.edu/oral_history/573/ Interview with Mary M. Elston | Mary M. Elston | Marshall University | 1997, catalog publication year]
Elston recalls childhood recreation, family relationships, education at Genoa High School and Bluefield State, and her later teaching career. She discusses segregation and desegregation alongside marriage, children, sorority membership, and social differences within Black communities.
'''70. B. W. Browne — From a One-Room School to Lincoln High School'''
[https://digitalcommons.murraystate.edu/oh-education/6/ Interview with B. W. Browne | Birdius William Browne | Murray State University | July 2, 1979]
Browne remembers attending a one-room school in Warsaw, Kentucky, and later teaching in segregated schools. As a former principal of Lincoln High School in Paducah, he describes educational life, relationships with parents and the community, and the consolidation of schools in 1965. The archive provides a recorded interview.
'''71. Walter Banks White — Growing Up Around a Segregated Community School'''
[https://digitalcommons.winthrop.edu/oralhistoryprogram/562/ Interview with Reverend Walter Banks White | Walter Banks White | Winthrop University | July 11, 2012, archive publication date]
White recalls childhood in Rock Hill, South Carolina, during the 1930s and 1940s and attending Emmett Scott High School, graduating in 1947. His account connects schooling with community life, his subsequent teaching and ministry, and the difficulties that accompanied school integration.
'''72. Hazel Harvey Peace — Teaching, Theater, and Unequal Access to Libraries'''
[https://oralhistory.unt.edu/oh-1504 Oral History Interview, OH 1504 | Hazel Harvey Peace | University of North Texas | February 2003–March 2004]
Peace discusses growing up under segregation and teaching at I. M. Terrell High School in Fort Worth. Her recollections include student theater and debate, obstacles to using Texas Christian University's library, and summers spent in New York. This link is a catalog description; consult the archive for the full interview.
=== Family and Community in South Carolina and Oklahoma ===
'''73. Eva Armstrong — Farm Life and Long Walks to School'''
[https://immutable.library.sc.edu/fairfieldhighschool/eva-armstrong/index.html Eva Armstrong Oral History | Eva Armstrong | University of South Carolina | October 26, 2017]
Armstrong remembers growing up in a large family near Ridgeway, South Carolina, raising food and walking miles to school. She describes cold hands, teachers helping children warm up, and teachers boarding with her family. Her account links household survival, landownership, and education under segregation.
'''74. Fannie Ford, Charlie Belton, and Easter Samuels — Teachers' Home Visits and the Loss of a School'''
[https://immutable.library.sc.edu/fairfieldhighschool/fannie-ford-charlie-belton-easter-samuels/index.html Joint Oral History Interview | Fannie Ford, Charlie Belton, and Easter Samuels | University of South Carolina | October 26, 2017]
In this joint interview, three former students recall Fairfield County schools, family conversations about integration, teachers visiting homes, and the closing of Fairfield High School. They discuss curriculum differences and limited extracurricular opportunities for Black students at Winnsboro High School, as well as class rings and reunions.
'''75. Carl Jackson Jr. — Family, School, and Work in Winnsboro'''
[https://crdl.usg.edu/record/suc_fairfieldhs_carl-jackson-jr Carl Jackson Jr. Oral History | Carl Jackson Jr. | University of South Carolina, via Civil Rights Digital Library | October 26, 2017]
Jackson recalls growing up in Winnsboro, relationships with his grandparents, and attending Gordon and Fairfield schools before integration. His account follows his movement through textile work, military service, college, and teaching, connecting childhood education with the opportunities available to him later.
'''76. Edwinda Goodman — Teachers Boarding at Home and Growing Family Responsibilities'''
[https://crdl.usg.edu/record/suc_fairfieldhs_edwinda-goodman Edwinda Goodman Oral History | Edwinda Goodman | University of South Carolina, via Civil Rights Digital Library | October 26, 2017]
Goodman remembers a close-knit Winnsboro community, teachers boarding in her family home, and attending Fairfield and Winnsboro high schools during integration. She discusses classroom life, influential educators, becoming head of her family at eighteen, and integration's effects on Black teachers.
'''77. Okla Hicks — Moving So the Children Could Continue Their Education'''
[https://cdm17279.contentdm.oclc.org/digital/collection/attucks/id/2 Oral History Interview with Okla Hicks | Okla Hicks | Oklahoma State University | August 9, 2014]
Hicks recalls her family's move from Murphy to Vinita, Oklahoma, after her older sister exhausted the schooling available locally. A 1953 graduate of Attucks School, she describes her childhood home, teachers, working while attending school, and the lasting community connections maintained through reunions.
=== Housing, Homeownership, and Neighborhood Life ===
'''78. Joseph R. Williams — Practicing Medicine and Finding a Home'''
[https://oralhistory.unt.edu/oh-0871 Oral History Interview, OH 0871 | Joseph R. Williams | University of North Texas | August 24 and 30, 1990]
Williams recalls childhood in Dallas, medical training, discrimination against Black physicians, and restricted housing opportunities. He discusses building a home in Hamilton Park and concerns about schools and zoning. This catalog record identifies a 132-page interview; consult the archive for the full narrative.
'''79. Freddie M. Nance — Buying a House and Building a Social Life'''
[https://oralhistory.unt.edu/oh-0895 Oral History Interview, OH 0895 | Freddie M. Nance | University of North Texas | August 31–September 9, 1990]
Nance discusses segregated schooling in Dallas, employment, housing choices, and her decision to buy a home in Hamilton Park. Her recollections include home improvements, church activities, social life, and school desegregation. This link provides the archive's description of the interview rather than its complete text.
'''80. Edward L. and Mary A. Newhouse — Raising a Family in Hamilton Park'''
[https://oralhistory.unt.edu/oh-0956 Oral History Interview, OH 0956 | Edward L. and Mary A. Newhouse | University of North Texas | December 6–14, 1990]
The Newhouses remember segregated education in East Texas and the housing difficulties Black families faced in Dallas. Their joint account covers home improvements, neighborhood social life, school activities, flooding, and the closing of Hamilton Park's secondary schools. This is a catalog record for the 108-page interview.
'''81. Vivian T. Starks — Teaching, Transportation, and Homeownership'''
[https://oralhistory.unt.edu/oh-1005 Oral History Interview, OH 1005 | Vivian T. Starks | University of North Texas | April 23 and May 8, 1991]
Starks recalls segregated schooling in Bryan, attending Wiley College, and teaching in Dallas's segregated schools. She discusses buying a home in Hamilton Park, transportation difficulties, church life, and changes in her teaching employment during desegregation. The linked page is an interview catalog record.
'''82. Ona B. Smith — Shopping, Transportation, and Pride in a Home'''
[https://oralhistory.unt.edu/oh-1032 Oral History Interview, OH 1032 | Ona B. Smith | University of North Texas | April 30 and May 7, 1991]
Smith remembers childhood as a sharecropper's daughter, segregated education, and Dallas housing conditions during the 1940s and 1950s. She discusses homeownership, shopping, transportation, drainage problems, and involvement in school and neighborhood organizations. This catalog record describes an 86-page oral history.
=== Education, Work, and Crossing Racial Boundaries ===
'''83. Euvester Simpson — Leaving Mississippi for a Better Education'''
[https://www.loc.gov/item/2015669171/ Euvester Simpson Oral History Interview | Euvester Simpson | Civil Rights History Project, Library of Congress and Smithsonian Institution | March 12, 2013]
Simpson recalls growing up in Itta Bena, Mississippi, and her parents' decision to send her to Racine, Wisconsin, because of the education available under segregation. Her account connects family decisions and interrupted schooling with her return to Mississippi and subsequent involvement in the civil rights movement.
'''84. Cynthia Plair Roddey — Everyday Life as Winthrop's First Black Graduate Student'''
[https://digitalcommons.winthrop.edu/oralhistoryprogram/630/ Interview with Cynthia Plair Roddey | Cynthia Plair Roddey | Winthrop University | September 4, 1994]
Roddey discusses family encouragement, influential teachers, and her preparation at a historically Black college before entering Winthrop. Recalling her graduate studies from 1964 to 1967, she describes limited social integration despite an absence of overt hostility, offering a personal account of life after formal admission barriers fell.
'''85. Robert Ramsey Jr. — Childhood at Attucks School and the Arrival of Integration'''
[https://dc.library.okstate.edu/digital/collection/attucks/id/20/ Oral History Interview with Robert Ramsey Jr. | Robert Ramsey Jr. | Oklahoma State University | August 9, 2014]
Ramsey remembers childhood in Vinita's segregated community and attending Attucks School before integration. He describes the school and reactions to the transition, then reflects on his later career and ministry. His account adds a younger student's perspective to memories of Oklahoma's separate school system.
'''86. Josetta Walker — College Bus Journeys and a Family's Experience of Desegregation'''
[https://www.nps.gov/kemo/learn/historyculture/josettawalker.htm Interview with Josetta Walker | Josetta Walker | National Park Service | October 18, 2017]
Walker recalls traveling between home and Tuskegee, including a segregated waiting room at the Montgomery bus station. She also remembers her father preparing to pay his poll tax and discusses her family's experience when her husband became one of the Black teachers desegregating Marietta High School.
'''87. Ledell Goodson Randle — From Sharecropping to Domestic and Factory Work'''
[https://oralhistory.unt.edu/oh-1600 Oral History Interview, OH 1600 | Ledell Goodson Randle | University of North Texas | October 7, 2006]
Randle recalls childhood in a sharecropping family near Hawkins, Texas, attending all-Black schools, and moving to Dallas in 1941 for domestic and factory work. She discusses marriage, relocation to Eastland, church life, and her children's schooling. This link is a catalog description of the interview.
__NOTOC__
=== Everyday Life: Recreation, Friendship, Shopping, and Meals ===
'''88. Julius Keaton — Family Outings to a Segregated Beach'''
[https://www.nps.gov/media/video/view.htm?id=7CC804E4-4529-4E9B-BC13-ABBBCACB8D25 Oral History Interview with Julius Keaton | Julius Keaton | National Park Service | December 9, 2011]
Keaton remembers growing up in segregated Homestead, Florida, and spending weekends at the beach with his extended family. Food, music, dancing, and family gatherings feature prominently. He also recalls restrictions extending to the roads leading to the beach and changes that followed integration.
'''89. Nancye Turner Suggs — Playing Together but Attending Separate Schools'''
[https://www.nps.gov/media/video/view.htm?id=F3BA7B91-3F10-4AEF-91F6-C98BE09336CC Oral History Interview with Nancy Suggs | Nancye Turner Suggs | National Park Service | August 15, 2001]
Suggs describes the contradictions of her Washington, D.C., childhood: she played with white neighborhood children, but they attended separate schools. Her interview connects family employment, neighborhood boundaries, and educational segregation, showing how racial divisions could interrupt otherwise familiar childhood relationships.
'''90. Octavia Briggs — A Childhood Playmate's Invitation Withdrawn'''
[https://home.nps.gov/media/video/view.htm?id=1C8246F3-D59E-4458-861A-9AA917A5D132 Oral History Interview with Octavia Briggs | Octavia Briggs | National Park Service | August 1, 2001]
Briggs recalls playing with a white girl while her father worked on the girl's family's land near Summerton, South Carolina. When lunchtime arrived, the girl's mother refused to let Briggs enter the house. Her broader account includes farming, family life, and growing up within a segregated community.
'''91. Christine McCreary — Finding Somewhere to Eat at Work'''
[https://www.senate.gov/about/oral-history/segregation/mccreary-christine-challenging-de-facto-segregation.htm Christine McCreary Challenges De Facto Segregation | Christine McCreary | United States Senate Historical Office | May 19, 1998]
McCreary remembers beginning work in the Senate in 1953 and asking where she could eat in segregated Washington. She describes the reception she received at the Senate cafeteria and returning repeatedly until her presence became accepted. This excerpt makes workplace discrimination tangible through an ordinary breakfast.
'''92. Alice Spraggins — Saturday Theater Trips and Restrictions on Buying Clothes'''
[https://www.pbs.org/ellingtonsdc/interviewsSpraggins.htm Interview with Alice Spraggins | Alice Spraggins | PBS, Duke Ellington's Washington | Interview year not stated]
Spraggins remembers saving money for Saturday shows at the Howard Theater, music lessons, and neighborhood social life. She also describes exclusion from downtown theaters, buying clothes from a traveling seller, and refusing to return to a store that imposed a special requirement before she could try on a hat.
=== Childhood and Unequal Education ===
'''93. Mary Helen Berlanga — Childhood Segregation in Texas'''
[https://crbb.tcu.edu/clips/3599/segregation-in-childhood Segregation in Childhood | Mary Helen Berlanga | Texas Christian University, Civil Rights in Black and Brown | July 12, 2016]
This recorded interview segment concerns Berlanga's childhood experiences of segregation. The archive indexes it under residential separation, Anglo-Mexican relations, family relationships, textbooks, and community involvement in education. It provides a Mexican American perspective within the broader history of everyday racial boundaries in Texas.
'''94. Claudis Minor — Segregation Across Schools and Public Accommodations'''
[https://crbb.tcu.edu/clips/6528/childhood-memories-segregation-and-education Childhood Memories: Segregation and Education | Claudis Minor | Texas Christian University, Civil Rights in Black and Brown | June 25, 2016]
Minor's recorded recollections connect childhood education with segregation beyond the classroom. The archive identifies stores, restaurants, transportation, parenting, and school sports among the segment's subjects. The interview was recorded in San Antonio and references local schools and Prairie View A&M University.
'''95. Glenda Funchess — Growing Up During School Desegregation'''
[https://www.loc.gov/item/2016655407/ Glenda Funchess Oral History Interview | Glenda Funchess | Library of Congress, Civil Rights History Project | December 2, 2015]
Funchess remembers childhood in Hattiesburg, Mississippi, and becoming one of the first Black children to attend its previously white schools. She also discusses Freedom Summer and the Mount Zion Church Freedom School, connecting formal schooling with the alternative educational opportunities created by her community.
'''96. Adkin High School Alumni — Discovering What the White School Had'''
[https://www.loc.gov/item/2015669195/ Adkin High School Group Oral History | John Dudley, Eleanor Stewart, Charles Jarmon, Frances Suggs, Harold Suggs, and Samuel Dove | Library of Congress | June 28, 2013]
Six former students remember family life and schooling in segregated Kinston, North Carolina. They describe recognizing inequalities between their school and the white school they could not attend. Their joint account explains how those everyday disparities led them to organize a school-wide walkout in 1951.
'''97. Louise Willingham Broadway — Schooling and Lessons Learned at Home'''
[https://www.loc.gov/item/2015669167/ Louise Broadway Oral History Interview | Louise Willingham Broadway | Library of Congress, Civil Rights History Project | March 9, 2013]
Broadway recalls attending segregated schools in Baker County, Georgia, and the lessons her parents taught her during childhood. This interview offers a family-centered perspective on growing up under segregation, linking experiences in formal education with the guidance children received at home.
=== Family Support, Teachers, and Learning Racial Boundaries ===
'''98. Johnnie Ruth McCullar — Growing Up in Sasser, Georgia'''
[https://www.loc.gov/item/2015669164/ Johnnie Ruth McCullar Oral History Interview | Johnnie Ruth Browner McCullar | Library of Congress, Civil Rights History Project | March 9, 2013]
McCullar remembers childhood in southwest Georgia and attending segregated schools in Sasser. She connects those experiences with her later participation in sit-ins and voter registration work. Her reflections consider changes in local social and political life across her lifetime.
'''99. Grace Hall Miller — Family Life, Schooling, and Community Support'''
[https://www.loc.gov/item/2015669166/ Grace Miller Oral History Interview | Grace Hall Miller | Library of Congress, Civil Rights History Project | March 9, 2013]
Miller recalls childhood in Baker County, Georgia, segregated education, marriage, and raising a family. She describes her home's role in the local civil rights movement and the community's support for her children. Her account also connects her children's school integration experiences with her commitment to improving education.
'''100. Dorothy Mae Pringle Choice — What Dedicated Teachers Could Provide'''
[https://www.nps.gov/media/video/view.htm?id=E978D0F8-AE7F-47CE-B2AA-79C81F00946F Oral History Interview with Dorothy Choice, Part 1 | Dorothy Mae Pringle Choice | National Park Service | July 12, 2001]
Choice compares her schooling in Sumter County with educational conditions in Clarendon County, South Carolina. She recalls the teacher who inspired her to study French and discusses teachers' preparation, limited resources, and the extra work required to help students succeed within unequal school systems.
'''101. Leola Ragin Parks — The Bus Ride into a Previously White School'''
[https://www.nps.gov/media/video/view.htm?id=EBE6B697-1482-4910-BAD5-858467ADA864 Oral History Interview with Leola Ragin Parks, Part 1 | Leola Ragin Parks | National Park Service | July 11, 2001]
Parks recalls leaving a segregated educational setting to attend Summerton High School. She describes apprehension on an integrated school bus, white pupils staring and snickering, and the reassurance of family support. She also remembers her grand-aunt reading to her and encouraging her education.
'''102. Florence Edwards Borders — Learning to Read the Signs of Segregation'''
[https://repository.duke.edu/dc/behindtheveil/f0174cbd-e7f1-418d-89dc-1134add4debc Florence Borders Interview Recording | Florence Edwards Borders | Duke University, Behind the Veil | June 20, 1994]
Borders remembers sounding out segregation signs as a child in New Orleans and asking her father why the facilities designated for Black people looked inferior. She describes his explanations, the books and Black publications he brought home, and his efforts to compensate for inadequate school textbooks.
=== Neighborhoods, Household Responsibilities, and Community Institutions ===
'''103. Olaf Abraham — Radio, Ball Games, Pharmacies, and School Days'''
[https://brooklyn-oral-history.charlotte.edu/olaf-abraham/ Oral History Interview with Olaf Abraham | Olaf Abraham | University of North Carolina at Charlotte, Brooklyn Oral History | April 11, 2007]
Abraham recalls his childhood home in Charlotte's Brooklyn neighborhood, getting electricity, favorite radio programs, and playing ball at Pearl Street Park. He describes school routines, working in neighborhood pharmacies, theater visits, and the relationships that sustained the community before urban renewal dispersed it.
'''104. Alfred Alexander — Growing Up with Restricted Access to Downtown'''
[https://goldmine.charlotte.edu/record/26665 Alfred Alexander Oral History Interview | Alfred Alexander | University of North Carolina at Charlotte | May 10, 2001]
Alexander remembers childhood in Charlotte's Brooklyn neighborhood and the limits segregation placed on access to downtown public spaces. His account describes separate facilities and restricted access as features of ordinary urban life, offering a resident's perspective on the city's racial boundaries.
'''105. Evelyn Sears Peevy — Household Chores and Working in the Family Store'''
[https://repository.duke.edu/dc/behindtheveil/6bb86303-c379-40bc-8542-a8d79d6c9d0b Evelyn Peevy Interview Recording | Evelyn Sears Peevy | Duke University, Behind the Veil | August 10, 1995]
Peevy remembers growing up in a large Norfolk family whose home also housed a business. She describes cooking, sewing, helping in the store, and doing schoolwork while working. Later recollections include college expectations and white colleagues' resistance to her authority during school integration.
'''106. Ernestine Bynum — Remembering the Businesses Along Fayetteville Street'''
[https://repository.duke.edu/dc/behindtheveil/btvnc03006 Ernestine Bynum Interview Recording | Ernestine Bynum | Duke University, Behind the Veil | May 27, 1993]
Bynum reconstructs the everyday geography of Black Durham through its libraries, churches, groceries, drugstores, theaters, and homes. She also recalls the expectations attached to her family's funeral business and her reluctance to enter that profession, connecting community institutions with personal choices and obligations.
'''107. Thereasea Elder — Sharing Food, Clothing, and Childcare'''
[https://brooklyn-oral-history.charlotte.edu/thereasea-elder/ Oral History Interview with Thereasea Elder | Thereasea Elder | University of North Carolina at Charlotte, Brooklyn Oral History | Interview date not stated; page published September 26, 2016]
Elder remembers family activities, church parades, and relationships among Charlotte's Black communities. The recording includes families helping one another with food, clothing, and childcare, alongside discussion of segregation, the Klan, healthcare integration, and the consequences of urban renewal.
=== Work, Business, Sports, and Medical Institutions ===
'''108. David Lee Hunter — Working in a Restaurant Under Segregation'''
[https://goldmine.charlotte.edu/record/26498?ln=en David Hunter Oral History Interview 2 | David Lee Hunter | University of North Carolina at Charlotte | April 14, 2005]
Hunter remembers working as a teenager at Charlotte's Ringside Grill during the 1940s. He describes support from the restaurant's owners despite prejudice from some customers, then follows his later career in education. His account connects restricted public accommodations with the effects of race on employment.
'''109. Joseph Burt Scott — Baseball Travel and Refusal of Restaurant Service'''
[https://repository.duke.edu/dc/behindtheveil/4e5d8bcf-2378-4987-8eba-8e22f2117afd Joseph Scott Interview Recording | Joseph Burt Scott | Duke University, Behind the Veil | June 14, 1995]
Scott recalls childhood in Memphis, baseball, military service, and racial barriers encountered while traveling with teammates. One episode concerns a restaurant refusing to serve him until his lieutenant intervened. His narrative includes segregated accommodations and the personal strategies he used when confronted with racial hostility.
'''110. York Garrett — From a Family Grocery Store to a Pharmacy'''
[https://repository.duke.edu/dc/behindtheveil/btvnc03014 York Garrett Interview Recording | York Garrett | Duke University, Behind the Veil | June 3, 1993]
Garrett remembers his father's grocery business in Tarboro, North Carolina, and how learning to sell goods shaped his own career plans. He describes studying pharmacy and opening his store in 1921. His account documents Black entrepreneurship, family assistance, and commercial life during the Jim Crow era.
'''111. William Alexander Clement — Earning a Living in a Black Insurance Company'''
[https://repository.duke.edu/dc/behindtheveil/btvnc03008 William Clement Interview Recording | William Alexander Clement | Duke University, Behind the Veil | May 28, 1993]
Clement recalls entering North Carolina Mutual, training in Durham, and beginning work in Memphis for $12.50 a week. He compares his earnings with teachers' salaries and describes a career spanning several Southern states. The interview offers a perspective on employment within a major Black institution under segregation.
'''112. William M. Landau — Segregation in Hospitals and Medical Training'''
[https://digitalcommons.wustl.edu/deseg_hist/8/ William M. Landau Oral History | William M. Landau | Washington University, Bernard Becker Medical Library | 1990]
Landau recounts experiences of segregation in St. Louis from childhood through medical school and work at Barnes Hospital. His physician's perspective addresses the practices and institutional resistance surrounding hospital and medical-school desegregation. The archive provides the interview recording and a downloadable document.
__TOC__
[[Category:Everyday life under segregation]]
[[Category:First-person narratives]]
[[Category:Oral histories]]
[[Category:African American history]]
[[Category:Mexican American history]]
[[Category:Jim Crow]]
[[Category:First-person narratives]]
[[Category:Everyday life under segregation]]
[[Category:Oral histories]]
[[Category:African American history]]


[[Category:Racial segregation]]
[[Category:Racial segregation]]
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