Chapter 5: Frederick Douglass High School, Baltimore

This chapter examines Baltimore’s Frederick Douglass High School (Douglass) through an external lens—Black political power networks. There is an examination of the causal reasons why political integration did not lead to social and racial integration, why de facto racial segregation returned, the role of urban changes and historical factors, why Douglass has deteriorated, and implications for the future. The theoretical perspective of this chapter is Yosso’s (2005) theory of cultural capital, along with explanations by Franklin (2002). Essentially, because of the perpetual social injustices and the failure of societal racial integration, the African American community was forced to develop Douglass when the public school system failed to do so. Financial and other support by the African American community was essential for even basic daily functioning, much less significant strides. African American achievement of political office in Baltimore elections has not been sufficient to overcome continued—if not increased—opposition on the state and federal level to develop a more equitable public school system in Baltimore. The roles of community groups, individual actors, the prevailing Black culture, and the political economic interaction of these forces have been critically important.