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Record W4286809345 · doi:10.1353/soh.2022.0113

The Fight for Fair Training: Fair Employment, Defense Worker Training, and the African American Civil Rights Movement in the South, 1940–1945

2022· article· en· W4286809345 on OpenAlexaboutno aff
Bryant Etheridge

Bibliographic record

VenueThe Journal of Southern History · 2022
Typearticle
Languageen
FieldSocial Sciences
TopicRace, History, and American Society
Canadian institutionsnot available
Fundersnot available
KeywordsSupreme courtLawPolitical scienceOpposition (politics)Spanish Civil WarEqual employment opportunityCivil rightsWhite (mutation)Training (meteorology)African americanRacismSociologyPublic administrationPoliticsGeography

Abstract

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The Fight for Fair Training:Fair Employment, Defense Worker Training, and the African American Civil Rights Movement in the South, 1940–1945 Bryant Etheridge (bio) If Thurgood Marshall took offense at being counseled on litigation strategy by someone who lacked legal training, he chose not to show it. John L. LeFlore, the secretary of the Mobile, Alabama, chapter of the National Association for the Advancement of Colored People (NAACP), was urging him to make better use of the Supreme Court's recent decision in Missouri ex rel. Gaines v. Canada (1938). It was 1941, and LeFlore was deeply involved in the wartime civil rights struggles of Black Alabamians, especially their fight to gain employment in the state's booming industries. The Gaines ruling, he advised Marshall, constituted a vital doctrinal resource in the fight for fair employment. Marshall informed LeFlore that the NAACP's legal staff, in response to similar requests from most of the organization's branches, was already developing a test case that addressed LeFlore's concerns. At the upcoming annual conference in Houston, Texas, NAACP members from around the country would coordinate legal strategy. LeFlore, Marshall suggested, could contribute to that effort by representing the NAACP branches of Alabama at the June 1941 conference.1 [End Page 501] As LeFlore fought racism in wartime Mobile, he had no higher priority than winning access to good jobs for Black residents. The struggle to overcome white opposition to equal employment opportunity in the city's shipyards occupied him and other local activists for the rest of the war. While employment as unskilled laborers was often open to African Americans, semiskilled or skilled work was not. As a result, moving up the occupational ladder was a civil rights imperative in Mobile, as it was throughout the United States, during World War II. The assault on the Jim Crow racial division of labor was foremost on LeFlore's mind when he contacted Marshall.2 LeFlore proposed to make the Gaines case, a lawsuit that was part of the NAACP's campaign against segregation, central to attacking racialized economic inequality. The case involved an African American plaintiff, Lloyd Gaines, who had applied to the law school at the University of Missouri. The all-white university rejected Gaines's application. Missouri instead offered to pay Gaines's tuition at an out-of-state law school, a workaround that many southern states used to avoid complying with even the separate-but-equal stipulation of Plessy v. Ferguson (1896). Gaines declined that arrangement, and the NAACP's legal team filed suit. In 1938, the Supreme Court ruled that Missouri's tuition reimbursement program was unconstitutional. The ruling left the state with two options for graduate law education: to open a law school for Black students or to admit Black students to the existing institution. Although the decision stopped well short of ending segregation in higher education, it was an important milestone on the long road to Brown v. Board of Education (1954). With the Gaines lawsuit, NAACP lawyers aimed, in part, to make segregation too expensive to sustain. The cost of creating separate-but-equal programs in every area of graduate and professional study, they wagered, would prove too heavy a burden for southern states to bear.3 The faith LeFlore showed in the Gaines ruling as a solution to the problem of fair employment in Mobile's shipyards appears misplaced. The categorical distinction between the NAACP's legal campaign against segregated education, on one hand, and the concurrent but separate fight for economic justice, on the other, underpins our basic conceptualization of the civil rights movement in the 1940s. If alleviating [End Page 502] economic inequality was LeFlore's objective, his propounding the utility of Gaines seems to amount to a non sequitur. Perhaps LeFlore was confused. Perhaps, in offering guidance on constitutional law to an NAACP attorney, he had gotten in over his head and misconstrued the Court's ruling in Gaines. Or maybe LeFlore just screwed up and cited the wrong case. If LeFlore misunderstood the Gaines decision, he was not alone. He informed Marshall that in Mobile, Black residents stood broadly in support of using Gaines as a...

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How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.010
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesScience and technology studies
Consensus categoriesScience and technology studies
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Qualitative · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.493
Threshold uncertainty score0.998

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0100.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0050.005
Scholarly communication0.0000.000
Open science0.0010.000
Research integrity0.0000.001
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.030
GPT teacher head0.252
Teacher spread0.222 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; both teacher heads agree on what is shown here.

Study designQualitative
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations0
Published2022
Admission routes1
Has abstractyes

Explore more

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