{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/114048"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/114048","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The “Brown” of higher education: Ayers and the struggle for African American equality in Mississippi higher education","abstract":"Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2023-12-01","abstract_html":"Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2023-12-01","abstract_has_math":false,"creators":["Moton III, Theopolies J."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Policy Studies","degree_department":null,"school":null,"contributors":["Anderson, James D.","Zamani-Gallahger, Eboni","Pak, Yoon","Span, Christopher","Trent, William T."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-04-29T21:58:16Z","date_published":"2022-04-29T21:58:16Z","updated_at":"2026-07-22T22:24:54Z","subjects":["Education"],"languages":["en","eng"],"rights":["Copyright 2021 Theopolies Moton III"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/114048","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Anderson, James D.","Zamani-Gallahger, Eboni","Pak, Yoon","Span, Christopher","Trent, William T."]},{"key":"dc:creator","label":"Author","values":["Moton III, Theopolies J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-04-29T21:58:16Z","2024-04-29T21:58:46Z","2021-12","2021-10-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Theopolies Moton III"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/114048"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2023-12-01","The student, Theopolies Moton III, accepted the attached license on 2021-10-07 at 15:00.","The student, Theopolies Moton III, submitted this Dissertation for approval on 2021-10-07 at 15:07.","This Dissertation was approved for publication on 2021-10-08 at 16:16.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17154 on 2022-04-29 at 16:09:06","Made available in DSpace on 2022-04-29T21:58:16Z (GMT). No. of bitstreams: 2 MOTONIII-DISSERTATION-2021.pdf: 30829564 bytes, checksum: 5bfc3da2ae629a9cfae176e5870893d9 (MD5) LICENSE.txt: 4213 bytes, checksum: 1c72475ee6f9c09c17860360ef844408 (MD5) Previous issue date: 2021-10-08","Embargo set by: Seth Robbins for item 123413 Lift date: 2024-04-29T21:58:46Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Author requested closed access (OA after 2yrs) in Vireo ETD system","Limited","This study examines the critical issue of desegregation of American higher education through the historical saga of what would be known as the Ayers case. The primary research questions ask why and how the Ayers case developed in Mississippi following the Civil Rights Movement. Moreover, this dissertation explains the complexity of Mississippi’s higher education system as it systematically undermined and educationally neglected its Historically Black College and Universities. As such, this dissertation reconstructs the story of the Black Mississippian community as they strove for equality in their state system higher education. Due to a thirty-year legal debate, their demands for equality created chances for the possibility of enhancing Historically Black Colleges and Universities within the state and across the nation. This dissertation not only reconstructs this educational story but also confounds the familiar narrative context of the desegregation of American higher education. Through archival research and secondary source analysis, this history revealed an alternate narrative that differs from the traditional desegregation tactic of seeking admission into the prominent Historically White Universities. This narrative emphasizes a new development tactic of Historically Black Colleges to a standard comparable to its white counterparts. The legacy of the Ayers case is witnessed in institutional survival and the ongoing tradition of Historically Black Colleges and Universities being a viable educational option for all students who seek to attend. This comprehensive critical analysis of the Ayers case contributes to the history of American education and higher education, because these fields are pretty void of research focused singularly on Historically Black Colleges and Universities and their impact on desegregating of higher education in the United States."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The “Brown” of higher education: Ayers and the struggle for African American equality in Mississippi higher education"]}]}],"canonical_facts":{"dc:contributor":["Anderson, James D.","Zamani-Gallahger, Eboni","Pak, Yoon","Span, Christopher","Trent, William T."],"dc:creator":["Moton III, Theopolies J."],"dc:date":["2022-04-29T21:58:16Z","2024-04-29T21:58:46Z","2021-12","2021-10-08"],"dc:description":["Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2023-12-01","The student, Theopolies Moton III, accepted the attached license on 2021-10-07 at 15:00.","The student, Theopolies Moton III, submitted this Dissertation for approval on 2021-10-07 at 15:07.","This Dissertation was approved for publication on 2021-10-08 at 16:16.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17154 on 2022-04-29 at 16:09:06","Made available in DSpace on 2022-04-29T21:58:16Z (GMT). No. of bitstreams: 2 MOTONIII-DISSERTATION-2021.pdf: 30829564 bytes, checksum: 5bfc3da2ae629a9cfae176e5870893d9 (MD5) LICENSE.txt: 4213 bytes, checksum: 1c72475ee6f9c09c17860360ef844408 (MD5) Previous issue date: 2021-10-08","Embargo set by: Seth Robbins for item 123413 Lift date: 2024-04-29T21:58:46Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Author requested closed access (OA after 2yrs) in Vireo ETD system","Limited","This study examines the critical issue of desegregation of American higher education through the historical saga of what would be known as the Ayers case. The primary research questions ask why and how the Ayers case developed in Mississippi following the Civil Rights Movement. Moreover, this dissertation explains the complexity of Mississippi’s higher education system as it systematically undermined and educationally neglected its Historically Black College and Universities. As such, this dissertation reconstructs the story of the Black Mississippian community as they strove for equality in their state system higher education. Due to a thirty-year legal debate, their demands for equality created chances for the possibility of enhancing Historically Black Colleges and Universities within the state and across the nation. This dissertation not only reconstructs this educational story but also confounds the familiar narrative context of the desegregation of American higher education. Through archival research and secondary source analysis, this history revealed an alternate narrative that differs from the traditional desegregation tactic of seeking admission into the prominent Historically White Universities. This narrative emphasizes a new development tactic of Historically Black Colleges to a standard comparable to its white counterparts. The legacy of the Ayers case is witnessed in institutional survival and the ongoing tradition of Historically Black Colleges and Universities being a viable educational option for all students who seek to attend. This comprehensive critical analysis of the Ayers case contributes to the history of American education and higher education, because these fields are pretty void of research focused singularly on Historically Black Colleges and Universities and their impact on desegregating of higher education in the United States."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/114048"],"dc:language":["en","eng"],"dc:rights":["Copyright 2021 Theopolies Moton III"],"dc:subject":["Education"],"dc:title":["The “Brown” of higher education: Ayers and the struggle for African American equality in Mississippi higher education"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educational Policy Studies"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:54Z"}