Research Areas:
Historical and cultural influences on the teaching and learning of African American students.
Activities & Honors:
Vanessa Siddle Walker is the Winship Distinguished Research Professor at Emory University. For 15 years, her research has focused on the segregated schooling of African American children in the South, considering both portraits of individual school communities (Their Highest Potential, University of North Carolina Press) and, more recently, the network of educational activity that undergirded the development of these schools throughout the South. The latter results are reported in the American Educational Research Association Journal, the Review of Educational Research, and a book forthcoming (Principal Leaders, University of North Carolina Press).
Selected Publications:
• Walker, V. S. (1996). Their highest potential: An African American school community in the segregated south. Chapel Hill: University of North Carolina Press.
Hidalgo, N., McDowell, C., Siddle, E. (Eds.) (1990). Facing racism in American education. Cambridge, MA: Harvard Educational Review Reprint Series.
• Walker, V. S. (2005). Organized resistance and black educators' quest for school equality, 1878-1938. Teachers College Record 107, 355-388.
• Walker, V. S. (2005). After methods, then what? A researcher's response to the report of the National Research Council. Teachers College Record, 107, 30-37.
• Walker, V. S., & Archung, K. N. (2003). The segregated schooling of blacks in the southern United States and South Africa. Comparative Education Review, 47, 21-40.
• Walker, V.S. (2001). African American teaching in the South: 1940-1960. American Educational Research Journal, 38, 751-779.
• Walker, V. S. (2000). Valued segregated schools for African American children in the South, 1935-1969: A review of common themes and characteristics. Review of Educational Research, 70, 253-286.
• Walker, V. S. (1996). Can institutions care? Evidence from the segregated schooling of African American children. In M. Shujaa (Ed.), Beyond desegregation: The quality of African American schooling. Thousand Oaks, CA: Corwin Press.
• Walker, V. S. (1995). Research at risk: Lessons learned in an African American community, Educational Foundations, 9(1), 5-15.
Engelhard, G., Gordon, B., Siddle Walker, E., Gabrielson, S. (1994). The influence of writing tasks and gender on quality of writing for black and white students. Journal of Educational Research, 87, 197-209.
• Walker, V. S. (1993). Caswell county training school, 1933-1969: Relationships between community and school. Harvard Educational Review, 63, 161-182. Reprint in G. Noya, K. Geismar, and G. Nicoleau (Eds.), 1995, Shifting histories: Transforming schools for social change, Cambridge, MA: Harvard Educational Review Print Series.
• Walker, V. S. (1993). Interpersonal caring in the "good" segregated schooling of African American children: Evidence from the case of Caswell County Training School. Urban Review, 25, 63-77. Reprint in D. Rich and J. Van Galen, 1994, Caring in an unjust world: Negotiating borders and barriers in schools. New York: SUNY.
• Walker, E. (1992). Falling asleep and African American student failure. Theory into Practice, 31, 321-327. |
