Examination
of Whitaker’s Race Work (2005)
A. Various scholars:
While
the principal misappropriation of the writings, research, and findings of others
in Race Work occurs for Luckingham’s Minorities in Phoenix, uncredited use of
other scholars’ words and ideas, and even text taken from book jackets, appears
elsewhere.
1A “Book Description” of Quintard Taylor, In Search of the Racial Frontier (2002) http://faculty.washington.edu/qtaylor/CV/bd_in_search.htm
“In
Search of the Racial Frontier
challenges that view in a rich, complex chronicle of western African Americans
that begins in 1528 with the arrival of the Moroccan Esteban in Texas, the
first of many hundreds of Spanish-speaking blacks. By 1800 the earliest
of the English-speaking blacks had moved West as slaves, fur trappers, or servants,
creating the nucleus of post-Civil War communities. Thousands of African
Americans later migrated to the high plains while others drove cattle up the
Chisholm Trail--the famous black cowboys--or served on remote army outposts.”
1B. Whitaker,
Race Work, p. 10
“Beginning in 1528 with the arrival of the Moroccan Esteban de
Dorantes in Texas, the first of many Spanish-speaking blacks, African Americans
were populating the region. By 1880 [sic] the earliest English-speaking
blacks had moved west as slaves, free farmers, fur trappers, or servants,
creating the nucleus of post-Civil War communities. Thousands of African Americans later migrated to the high plains,
while others, such as the legendary Nat Love, drove cattle up the Chisholm
Trail or served on remote army outposts.”
2A. Lawrence
de Graaf, “Significant Steps on an Arduous Path: The Impact of World War II on
Discrimination Against African Americans,” Journal
of the West (1996), p. 24-25.
“At
the heart of this discrimination were the policy of the armed forces, which
either placed blacks in separate units, unlike Mexican American or American
Indians, or confined them to labor roles.
Because Afro-American troops were a small percentage of the total
military, the segregation of recreational facilities left them with few on-base
sources of entertainment. And because
many bases were in rural areas with few local blacks, the troops were even more
disadvantaged in outside recreation.
Some military authorities encouraged segregation in towns. Businesses in San Bernardino, California, for
instance, were posting “WE CATER TO WHITE TRADE
ONLY” signs by mid-1944….”
2B. Whitaker, Race Work, pp. 70-71. Footnote 24 cites
de Graaf, 25, where the primary source for the signs appears but does not
reference use of argument or indicate by quotation direct use of de Graaf’s text.
“Military bases in the American West placed black soldiers, unlike
Mexican American or American Indian soldiers, in separate units or confined
them to labor roles. Due to racial
segregation and their small numbers, African American troops found few sources
of entertainment on the base. Moreover,
since most bases were in predominantly white rural areas, black soldiers had
even fewer options when they left their stations. Many military authorities encouraged
segregation in surrounding cities.
Lawrence B. de Graaf has demonstrated that in San Bernardino,
California, white business owners posted ‘We Cater to White Trade Only’ signs
by 1944.” Fnt 24
3A. Scott and Womack, Double V: The Civil Rights Struggle of the Tuskegee Airmen, p. 154
“The
inaugural class of thirteen flying cadets of the 99th Pursuit Squadron
began its training at Tuskegee Institute on July 19, 1941. All of the men, who were dubbed the “Lonely
Eagles” by the Negro press, resided in a bath house on the Tuskegee
Campus. Their training consisted of
four levels: preflight, or ground school; primary flight training; basic
military flight training; and advanced military flight training. All of the instruction was provided by
military personnel except the physical education activity and some of the
primary flight training which was conducted by Tuskegee Institute Flying School
chief, C. Alfred Anderson. Preflight
training was provided on a dormitory on the Tuskegee Campus. Basic and advanced flight training was to
occur at the new army field, once it was completed. If the cadets successfully completed the four
phases to the satisfaction of all the instructors, they would receive their
pilot’s wings and a commission as an officer in the army air corps. “
3B.
Whitaker Race Work, p. 68 footnote
16 cites other books but does not cite Scott and Womack, Double V.
“The
first class of thirteen flying cadets of the 99th Pursuit Squadron
began its training at Tuskegee on July 19, 1941. The black press labeled the men the Lonely
Eagles because of their small numbers and segregated status. They were trained in four phases: preflight,
primary flight, basic military flight, and advanced military flight
training. The instruction was provided
primarily by white military personnel, with the exception of physical education
and a limited amount of primary flight instruction, which were taught by
Tuskegee Flying School chief C. Alfred Anderson. Cadets received their preflight education in
a dormitory on the Tuskegee campus and their primary training on Tuskegee’s
Morton field. Their basic and advanced
training were scheduled to be conducted on Army Field [sic], which was under
construction during the summer of 1941.
If a cadet was one of the few who successfully completed the four stages
of training, he would receive his pilot’s wings and a commission as an officer
in the U.S. Army Air Corps.” Ftnt 16
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