Anna Victoria Wilson is Assistant Professor of Curriculum Studies at North Carolina State University. William E. Segall is Professor of Social Foundations at Oklahoma State University. They also coauthored Introduction to Education: Teaching in a Diverse Society.

• ForewordAcknowledgments 1. Introduction Finding the PiecesVisions Change 2. Social Construction of Race Dred Scott: Seeking the Right to be Free"Glorious Lost Causes": Civil War and ReconstructionOne Drop of Black Blood: Separate Rail CarsFirst Class War and Second Class CitizenshipFlaming Crosses: White Robes and Protestant Fundamentalist JusticePeeking Over the Color LineOthering: New and Different Definitions 3. Oh, I Do Remember! Separate but EqualTesting the SystemA Flawed and Failed School Desegregation Plan 4. Moving from the Shadows into the Sunlight Setting the Stage for BrownThe End of Jim Crow: Brown v. Board of Education of TopekaSchool Desegregation Begins in TexasDesegregation is Imminent for the Capital City 5. With All Deliberate Slowness The Enormous ResponsibilityThe Fall of 1966Across Town at JohnstonTeaching Black HistoryEducation for Democratic CitizenshipWhatever Steps Necessary 6. No White Missionaries Need Apply White is the Color of My SkinAnderson Welcomes New TeachersA Roller Coaster TimeOn the Opposite Side of Town 7. Death of a School Historical BackgroundAnderson High School: A Meeting PlaceForeshadowing the ClosureDeath of a SchoolLoss of Community 8. Reflections and Memories White Flight: Leaving Austin's CoreWhite Schools and the Culture of IntegrationThe Stalemate 9. Creating Places of Engaged Listening Structures and Words of SegregationCiting Different Histories and Conveying Different MeaningsGrass Once Marking a High SchoolDesegregated Schools: Who Lost? Chapter EndnotesBibliographyIndex

"Wilson and Segall offer a clear picture of how Black teachers' situations and reactions differed from those of White teachers even when both groups agreed on the value of racial desegregation. Furthermore, they illustrate the job of teaching as well as the ways teachers responded to a national reform." — Joseph Watras, University of Dayton