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African American identity

Description: Marcus Jones reports that some African American leaders, including Jesse Jackson, are promoting the use of the term "African American" instead of the term "black." Comedian Charles Cozart on the Arsenio Hall Show. Interview with Northeastern lecturer Robert Hayden, who promotes the use of the term. Hayden says that it is an accurate term that reflects the roots and history of African Americans. Interview with Elma Lewis, the Director of the National Center of Afro-American Artists, who believes that the term "black" is more inclusive. Lewis says that not all black people in the US are Americans. Interviews with students and teachers at the Ellis School in Roxbury about which term they prefer. Following the edited story is additional footage of Jones speaking to students and teachers at the Ellis School. Jones answers questions about his report on Jackie Robinson and the race relations of the time. This edition of the Ten O'Clock News also included the following item: Meg Vaillancourt reports that the Boston School Committee is deeply divided over whether to renew the contract of Laval Wilson
1:00:11: V: Footage from the Arsenio Hall Show. Charles Cozart (comedian) tells jokes in front of the audience. Marcus Jones reports that the African American community is debating the use of the term "black." Jones notes that Jesse Jackson (African American political leader) is urging the use of the term "African American" instead of "black." V: Shots of Jackson addressing an audience. Shots of African Americans in the audience. Footage of Robert Hayden (Lecturer, Northeastern University) saying that many people of color have been calling themselves "African Americans" for years. Hayden says that many universities have departments of African American studies. Hayden says that people of African descent were living in Boston in the eighteenth century; that those people referred to their community as "African." Hayden says that the term is "accurate" and "useful." Footage of Elma Lewis (Director, National Center of Afro-American Artists) being interviewed by Jones. Lewis says that she does not have to follow the trend. Jones notes that Lewis is opposed to using the term "African American." V: Footage of Lewis saying that Africa is a whole continent. Lewis says that the terms "Nigerian American" or "Jamaican American" are more appropriate than "African American." Lewis says that the term "black American" is more inclusive. Footage of Jones addressing a class at the David A. Ellis School in Roxbury. Jones asks how many of the students are aware of the debate surrounding the term "African American." A few students raise their hands. Jones says that he asked students and teachers at the Ellis School in Roxbury about the terms "African American" and "black." V: Shots of students. Footage of an African American female student saying that it does not matter which term is used. Footage of a Latina teacher saying that there should be no mention of race in identification terms. Footage of an African American teacher asking if the term would be extended to "Afro-English" for blacks living in England. Footage of an African American male student saying that he likes the term "brown." Footage of a female student saying that it doesn't matter. Footage of Hayden saying that the term might inspire some to think about their African roots. Hayden says that some people might begin to look into their family histories. Footage of Lewis saying that it is important to teach children to be proud of their African roots. Lewis says that not all black people in the US are American; that all black people in the US are black. Shots of African Americans walking on a street; of a group of students walking away from a school.
Collection: Ten O'Clock News
Date Created: 02/15/1989

Nativity Prep School

Description: Alexandra Marks reports that Barry Hynes is preparing to open Nativity Prep School in Roxbury. The Archdiocese of Boston has provided facilities for the school, and tuition is $10 per month. Interview with Barbara Robinson about her inability to afford other private schools, which she wants to do because she doesn't think the Boston Public Schools are doing enough. Interviews with Hynes and Father Bill Cullen, the principal of the school. Hynes says that the school is modeled after a small Jesuit school in New York City. Cullen says that the school will work together with parents to educate their children. Interviews with teachers Calvin Moore and John Riley about the school. Marks reports that Nativity Prep will accept thirty male students aged eleven to thirteen. Marks' report is accompanied by footage of staff cleaning up the building in preparation for the school year.
1:00:15: Visual: Footage of Michael Robinson (age eleven) and two other boys playing basketball on an outdoor court. Alexandra Marks reports that Michael Robinson was born in Roxbury; that his adoptive mother is trying to provide a good education for him. V: Footage of Barbara Robinson (mother of Michael Robinson) being interviewed. Barbara Robinson says that she wants her son to go to a school where he will be encouraged. Shot of Michael Robinson and another boy walking on the sidewalk as they play with a basketball. Marks reports that Barbara Robinson is not impressed with the Boston Public Schools; that the Boston Public Schools have a dropout rate of 40%. Marks reports that Barbara Robinson cannot afford tuition at most private schools. V: Footage of Barbara Robinson being interviewed by Marks. Robinson says that she cannot afford to pay $1600 per year for one child. Marks reports that Barry Hynes (school organizer) is organizing a prep school which will open a few blocks from the Robinsons' home. Marks notes that Hynes has a staff of seven people; that Hynes will charge a tuition of $10 per month. V: Shot of Hynes speaking on the telephone in his office. Shot of a member of Hynes' staff cleaning the woodwork in a classroom. Footage of Hynes being interviewed in his office. Hynes says that the school will have a strict code of conduct; that the school will challenge students academically. Shots of Hynes' staff moving furniture in a classroom. Marks reports that the school will be called Nativity Prep School; that the school is modeled after a small Jesuit school in New York City. Marks notes that Hynes is a retired businessman; that Hynes taught in the New York City Jesuit school for one year. V: Shot of a staff member vacuuming the floor of a classroom. Footage of Hynes being interviewed in his office. Hynes says that he liked the prep school where he taught in New York City; that he will use that school as a model. Shot of a staff member cleaning a wax floor. Marks reports that the school opens tomorrow; that the school will open in the building where the St. Francis de Sales school was once located. Marks notes that the Archdiocese of Boston offered the space to Hynes when they heard his idea. V: Footage of Hynes being interviewed in his office. Hynes says that the building is well equipped and in good shape. Shot of staff members moving a large cabinet in a classroom. Marks reports that the school staff receives a stipend of $200 per week. Marks notes that Hynes met Calvin Moore (teacher) while playing golf. Marks adds that Moore is a graduate of Harvard Law School. V: Footage of Moore being interviewed. Moores says that he wants these kids to grow up and have successful lives. Shot of John Riley (teacher) mopping the floor in a classroom. Marks reports that Riley is a business consultant; that Riley has a masters degree from the Wharton School of Business. V: Footage of Riley being interviewed. Riley says that he has been fortunate; that he wants to give something back to society. Footage of Father Bill Cullen (Principal, Nativity Prep School) in a classroom. Cullen decides where to hang a clock in the classroom. A female staff member assists him. Marks reports that Cullen is the principal; that Cullen is responsible for choosing the first thirty boys to enter the school. Marks notes that the school will accept male students aged eleven to thirteen. V: Footage of Cullen being interviewed. Cullen says that he is looking for parents with a desire to educate their children. Cullen says that the school must work together with parents in order to educate children. Shot of Moore, Cullen, and a female staff member moving furniture in a classroom. Marks reports that the school has raised only half of its operating funds for the year; that the school needs to raise $100,000. V: Footage of Cullen saying that the school and its staff must take a "leap of faith." Cullen says that the school will deal with problems as they arise. Marks reports that Barbara Robinson has great hopes for the school. V: Footage of Robinson being interviewed by Marks. Shot of Barbara Robinson in tears. Robinson says that she cannot keep herself together. Shot of Michael Robinson.
Collection: Ten O'Clock News
Date Created: 09/05/1990

Roxbury High School

Description: Footage of the exterior of Roxbury High School on Greenville Street and footage of students in an English class at Roxbury High School. Pam Bullard interviews Roxbury High School students Domingo Rivera, Ramon Alicea, Crystal Roach, Mark Benjamin, and Chiman Lee about their experiences at Roxbury High School. The students talk about academic programs at the school, their college plans, the atmosphere at the school, and extracurricular activities and sports programs at the school. All of the students speak highly of Charles Ray (Headmaster, Roxbury High School). Footage of Ray greeting students in the hall as they change classes.
1:00:07: Visual: Shots of the exterior of Roxbury High School on Greenville Street. Shots of the plaster statues at the entrance of the school. One of the statues has a cigarette stuck in its mouth. A male student enters the school. Shots of the houses on Greenville Street. 1:02:24: V: African American and white students sit in a classroom at Roxbury High School. A white female teacher talks to them about a book. She asks one of the students to read a paragraph. An African American male student reads from the book. The teacher asks the students questions about the passsage from the book. Shots of the students in the classroom. The students look at their books. The teacher and the students continue to discuss the book. Shots of the students seated at their desks. 1:06:50: V: Pam Bullard interviews a group of Roxbury High School students in a classroom. The students tell Bullard their names: Domingo Rivera, Ramon Alicea, Crystal Roach and Mark Benjamin. Bullard asks the students questions about Roxbury High School. Roach says that she is an the college program and has an internship at State Street Bank. Roach talks about her internship at the bank. Roach says that she would like to go to college and hopes for a scholarship. Alicea says that he is in the college program and is involved in the Upward Bound Program. Alicea talks about the Upward Bound Program; he says that the Upward Bound Program is helping him prepare his college applications. Alicea says that he plays for the football team. Rivera says that he is also in the college program and is involved in the Upward Bound Program. Rivera says that he has taken an English class through the Upward Bound Program. Rivera says that he does not know where he wants to go to college. Benjamin says that he is also in the college program. He says that he wants to major in sciences when he goes to college. Bullard asks Benjamin if he likes the school. Benjamin says that he likes the school. He adds that the majority of the students get along well at the school. 1:11:41: V: Bullard interviews Chiman Lee (Roxbury High School student); Lee has joined the group in the classroom. Lee says that he has recently moved to Boston and has been at Roxbury High School for six months. Lee says that he likes the teachers and students at the school. Lee adds that he is enrolled in the bilingual program. Bullard asks Roach what she likes about the school. Roach says that the teachers are helpful; that everyone gets along well. Roach says that she attended Charlestown High School for one week; that she transferred to Roxbury High School because she did not like Charlestown High School. Roach says that she likes Charles Ray (Headmaster, Roxbury High School) and the teachers at Roxbury High School. Roach says that Ray is helpful and friendly. Benjamin agrees that Ray is concerned about the students at the school. Benjamin talks about how much he likes going to school at Roxbury High School. He adds that the teachers are eager to help the students with their problems. Bullard asks about extracurricular activities at the school. Roach talks about the sports program and the annual Fall Festival at the school. Benjamin says that the sports teams would be better if all of the students participated. He talks about the football and basketball teams. Benjamin says that basketball is the most popular sport. Bullard asks Rivera about the baseball team. Rivera says that the baseball field is not very close to the school. He adds that it is inconvenient for some students to get to the field after school. Alicea says that the football team will be good this year. Bullard closes the interview. 1:17:38: V: The WGBH camera crew films Charles Ray as he greets students in the hallway of Roxbury High School. Ray greets most of the students by name. Some of the students wave and strike poses for the camera. Many students pass Ray in the hallway as they change classrooms. Some students stop to retrieve books from lockers in the hallway. Ray speaks to a teacher about the bilingual program at the school. Ray jokes with the students and urges them to go to their classrooms.
Collection: Ten O'Clock News
Date Created: 09/13/1978

Roxbury High School principal

Description: Charles Ray, the Headmaster of Roxbury High School, talking to students, parents and faculty members in the offices of Roxbury High School. Pam Bullard interviews Ray in the administrative offices of the school. Ray talks about how the school has changed since the beginning of school desegregation in 1974. He notes that white attendance is still low, but that it is improving. Ray describes the school's bilingual program, and the academic programs set up at the school in conjunction with Harvard University. He says that many students from Roxbury High School received college scholarships last year, and discusses their college opportunities. Ray talks about the atmosphere at the school, and the close relationships between the students and the faculty. He notes that very few students transfer out of the school. He adds that most students feel comfortable at Roxbury High School. Ray says that he tries to learn the names of every student in the school. Ray talks about the challenges of urban education. He says that he encourages pregnant students to remain in school as long as possible. Ray says that he would like to see a program set up to allow students to bring their children to school with them. Ray describes the school's building and facilities. Ray tells Bullard that it is important to treat each student with respect.
1:00:05: Visual: Charles Ray (Headmaster, Roxbury High School) speaks to an African American female student in the office of Roxbury High School. He tells the student what she needs to do in order to change school assignments. 1:01:37: V: Pam Bullard sets up an interview with Ray. Ray talks about some of the photographs in the school office. He notes that the photos were taken by students from the school. Ray talks to a student who has entered the office. The student asks Ray about the television crew in the school office. Bullard notes that the Boston Public Schools are beginning their fifth year of desegregation. Bullard asks Ray how things have changed in five years. Ray notes that Roxbury High School was paired with South Boston High School during the first year of desegregation. Ray notes that only a small percentage of students from South Boston attended Roxbury High School during the first year of school desegregation. Ray says that Roxbury High School was placed in the same district as Charlestown High School during the second year of school desegregation; that Roxbury High School has remained in that district. Bullard asks Ray about white attendance at Roxbury High School. Ray says that the school has more white students now than it had during the first year of school desegregation. He notes that sixty-three white students have been assigned to the school this year; that twenty-five white students are in attendance. Ray says that he would like the Boston School Department to assign more white students to the school. Ray says that Roxbury High School has a bilingual program for Asian and Spanish-speaking students. Bullard asks Ray about Roxbury High School's programs in conjuction with Harvard University. Ray explains that Roxbury High School has been paired with Harvard University by the federal court order governing school desegregation in Boston. Ray talks about a tutoring program in which Harvard students tutor Roxbury High School students. Ray talks about the Harvard Upward Bound Program. He adds that Harvard and Roxbury High School have set up programs for students in advanced math and sciences, reading, and art. Ray explains that teachers and advanced students can take courses at Harvard University. 1:06:46: V: Bullard notes that students who attend Roxbury High School tend to stay at the school and do not transfer out. Ray agrees that not many students transfer out of the school. He adds that most students like the school and the faculty. Bullard asks Ray if many students from Roxbury High School attend college. Ray says that 74 students graduated from Roxbury High School in 1978; that 37 of those students went on to college. He adds that many of the students received scholarships last year. Ray adds that the Girls High Alumni Association has contributed to a scholarship fund for the students. Ray notes that many Roxbury High School students have done well in their college careers. Bullard asks why Roxbury High School has been a successful school. Ray says that the teachers get to know the students and their families very well. Ray notes that the faculty know most of the students by name; that the students feel comfortable at the school. Ray adds that these close relationships are the key to the school's success. Bullard asks Ray if he knows the name of every student at the school. Ray says that he is learning the names of all of the incoming freshmen; that he makes an effort to talk to the students in the hallways. Ray adds that he knows the names of all of the returning students. Bullard notes that all of the students like Ray and speak highly of him. Ray talks about the importance of knowing the name of each student. He adds that the students know that the teachers and other faculty members care about them. 1:11:43: V: Bullard asks how urban education has changed in the past decade. Ray says that programs for special needs students have changed; that pregnant students now stay in school. Ray says that he encourages pregnant students to stay in school for as long as they can. He says that he encourages them to return to school as soon as possible. Ray adds that he would like to start a program that would allow students to bring their children to school with them. He says that it might be difficult for Roxbury High School to meet the safety requirements for such a program. Bullard asks Ray if he would have chosen to be assigned to Roxbury High School. Ray says that he likes Roxbury High School. He adds that the school is structurally sound and has good facilities; that he likes the layout of the building. Ray says that the faculty at the school have a good relationship with the community and with the parents. Ray adds that he likes the atmosphere at small high schools. He says that each student gets personal attention at Roxbury High School. Bullard asks Ray what he has learned over the course of his career. Ray says that he has learned the importance of treating each student with respect. He says that the students treat him respectfully in return. Bullard closes the interview. 1:16:38: V: Ray stands behind the counter of the office at Roxbury High School. He answers questions from a student about her school schedule. Ray confers with a teacher about two problem students. Ray tells the teacher that he will speak to the students. Ray talks to two more students about their school schedules. Ray confers with another teacher in the office.
Collection: Ten O'Clock News
Date Created: 09/13/1978

Roxbury High and Lee Elementary

Description: Racially integrated, open classrooms at the Joseph Lee School in Dorchester. The teachers are primarily white. The classes are racially integrated; the majority of students are African American. Pam Bullard interviews Frances Kelley (Principal, Joseph Lee School) about school attendance, the faculty and the atmosphere at the school. Kelley is optimistic about the coming year. Bullard interviews two Roxbury High School students about their experiences at the school. Both are enthusiastic about the school, report little racial tension among students, and comment on how helpful headmaster Charles Ray is to the students.
0:59:58: Visual: Racially integrated classes enter the Joseph Lee School in Dorchester. The doors close. A few latecomers knock on the door to be let in. 1:02:01: V: Frances Kelley (Principal, Joseph Lee School) talks to a teacher about attendance. A white teacher helps students in an open classroom. The class is integrated, although a majority of the students are African American. The teacher helps the students learn how to print their names. The students color in pictures on their worksheets. Shot of a white student and an African American student sitting together at a table. 1:08:19: V: Shot of open classrooms at Lee School. Several classes are conducted at once. A teacher tells her students to stand up behind their chairs. The students stand and push their chairs in. Another white teacher teaches her class to read the names of colors. The class is racially integrated. 1:12:20: V: Pam Bullard sets up an interview with Frances Kelley (Principal, Joseph Lee School) in the open classrooms. Kelley admits that a certain percentage of students have not returned to the Lee School this year; that her staff will begin contacting their parents. Kelley says that parents are supportive of the programs at the Lee School; that some are upset because bus routes were consolidated this year; that there is some confusion over bus stops. Bullard comments that the Lee School lost some faculty this year. Kelley says that her faculty likes the school; that some are worried about losing their jobs due to the shrinking student population. Kelley says that morale tends to be low in June; that morale is higher in September when teachers return to school. Kelley says that the faculty at the Lee School is young, enthusiastic, and innovative; that the children like the school and its programs. 1:15:28: V: Bullard sets up an interview with a non-white female student (Betty) and a white male student (Paul) about their experiences at Roxbury High School. Both students opted to return to Roxbury High School after attending the previous year. Betty says that she likes the school because it is close to where she lives and it has good programs; that there are no problems. Paul says that he returned to Roxbury High School to play football; that he gets along well with the teachers and had no problems during the previous year; that he does not mind taking a bus to school. Betty says that there is no tension among the students at the school. Paul agrees that there are no racial problems. Betty says that it is a small school; that the teachers will give individual attention to the students. Paul says that everyone at the school seems to get along; that the teachers are willing to help the students with problems they might have; that Charles Ray (Headmaster, Roxbury High School) is a good principal. Bullard talks to the students informally while the crew takes cutaway shots. Betty says that she likes the programs at the high school; that there is a new chemistry lab; that students have access to photography equipment. Paul says that he moved to Boston from California last year; that people had told him not to attend Roxbury High School; that he liked the school after visiting it for the first time. Bullard comments that Roxbury High School does not deserve its bad reputation.
Collection: Ten O'Clock News
Date Created: 09/09/1976

Timilty Middle School

Description: Hope Kelly reviews the history of school desegregation in Boston. She notes that many critics cite the absence of middle-class and white students as a reason for the continued failure of the Boston Public Schools. She focuses on the Timilty Middle School in Boston, a magnet school with successful reading and math programs for its students. Kelly interviews teacher William Moran and principle Shirley Gonsalves about the school and its programs. Moran says that the students are successful. He adds that many come from disadvantaged backgrounds. Gonsalves talks about the benefits of school desegregation. Kelly reports that the Timilty School was named a National School of Excellence in 1989. Following the edited story is additional b-roll footage of students and teachers in classrooms at the Timilty School.
1:00:07: Visual: Shot of a school bus door closing. Shots of a school bus outside of the Timilty Middle School; of students on the bus; of white and African American students exiting the Timilty Middle School; of students boarding a bus outside of the school. Shots of African American and white students in a hallway of the school. Hope Kelly reports that busing for school desegregation began seventeen years ago in Boston; that busing was viewed as a way to bring equal opportunity to all students. Kelly notes that busing drove many middle-class white and African American parents away from the school system. Kelly reports that critics cite a lack of middle-class students as a reason for the continued failure of Boston Public Schools. V: Footage of William Moran (Timilty School) being interviewed. Moran says that all students can learn. Kelly reports that Moran grew up in the South End and Roxbury; that Moran attended Boston Public Schools and went to college. V: Shots of Moran walking through a corridor in the Timilty School; of Moran speaking to three students in the doorway of a classroom. Kelly reports that Moran is the seventh-grade coordinator at the Timilty Middle School; that Moran attended the Timilty School twenty years ago. Kelly reports that the Timilty Middle School ranks first city-wide in reading; that the Timilty Middle School is second city-wide in mathematics. Kelly notes that the students at the Timilty School do not come from advantaged backgrounds. V: Shots of a white teacher teaching students of diverse races in a well decorated classroom. Shots of the students in the classroom. Footage of Moran saying that students at the Timilty School low-income families; that many of the students live in housing projects. Moran says that the students come from disadvantaged neighborhoods across the city; that the school is a city-wide school. Kelly reports that most of the students at the Timilty School are non-white and poor. V: Shots of students walking in a corridor of the Timilty School. Footage of Shirley Gonsalves (Timilty School) being interviewed by Kelly. Gonsalves says that race and class are not the determining factors among the school's students. Gonsalves says that the school can do nothing about the relative poverty of its students. Kelly reports that Gonsalves is the assistant principal at the Timilty School; that she has worked in the Boston Public School System for seventeen years. V: Shot of Gonsalves walking through a corridor and up a set of stairs with a student. Kelly reports that Gonsalves began teaching in Boston during the first year of school desegregation. V: Footage of Gonsalves being interviewed. Gonsalves says that she grew up in the rural South where busing was used to maintain segregated schools. Gonsalves says that she rode a bus to school from the age of six to the age of eighteen. Shots of students walking in a corridor at the Timilty School. Kelly reports that there are low numbers of white students in the Boston Public School System; that 11% of students at the Timilty School are white. Kelly reports that Gonsalves believes that school integration has been a success. V: Shots of a white student entering a classroom at the Timilty School; of a white teacher standing with two African American students in a hallway. Footage of Gonsalves being interviewed by Kelly. Gonsalves says that students attended schools in their own neighborhoods with students of their own race before school integration. Gonsalves says that students were not exposed to other students of different backgrounds and from different neighborhoods. Gonsalves says that students need to learn about people of different backgrounds. Shots of a white teacher teaching to a class of middle school students; of an African American male student sitting at a desk in the classroom. Shots of other students in classrooms; of an African American female student writing on a chalkboard; of an African American boy reading a book at his desk. Shot of the white teacher teaching to students in the classroom. Kelly reports that the Timilty School is a magnet school; that classes are smaller at the Timilty School; that the schoolday at the Timilty School is 1.5 hours longer on four of five days per week. Kelly reports that the waiting list to enter the sixth grade class at the Timilty School had 200 names. Kelly reports that the Timilty School was named a National School of Excellence in 1989. V: Shot of Gonsalves and a student walking in the corridor.
Collection: Ten O'Clock News
Date Created: 03/22/1991