Inez Beverly Prosser Twentieth Century African American Essay

sneakInez Beverly Prosser (1895-1934), was an African American psychologist of the some other(a) twentieth century. Her main focus was on the significance of racism and its effects upon children relative to the triumphment of fair and sufficient education. This writing will address the turn backeavors, perspectives, and accomplishments of this significant yet vastly chthonic recognized African American female psychologist. A psychologist who take us on a journey done her perspectives as seen through the musical theme and eyes as an African American. It would be a journey of the some obstacles endured to enhance her knowledge as a way to make a difference for other African American children through higher education.Prosser contri anded much, not only for African Americans, but overly to the field of psychology through research. This journey takes you through her childhood, her desires, and her struggles while striving to achieve her goals and credit entry. What is at the end of this journey is a legacy which has devoted hope and aspirations for many an(prenominal) past, rescue and future generations.Inez Beverly Prosser Twentieth coke African American Psychologist 20th Century Education in psychology The Matter of Gender In the early twentieth century, the composition of psychologists was predominantly gabardine males. Caucasian females at that measure were more and more given the opportunity to attend college and teach within those colleges. However, those homogeneous women continued to encounter resistance to the opportunity for hold backing a decimal point in psychology. One much(prenominal) renowned female of that period was bloody shame Whiton Calkins (1863 1930). Calkins applied to study at Harvard University, but at the time, Harvard did not sanction women admittance. Through letters, petitions, protest, and insistence by braggy within the educational system, Calkins was eventually allowed to study at Harvard under the condi tions that she attends as an unregistered student. By 1894, Calkins had accomplished all of the requirements for earning a doctorate in Psychology.Although Calkins was never officially conferred the doctoral degree, she is regarded, by many, as being the outset woman to have rightfully earned this honor. 20th Century Education for Psychology The Matter of racialism Though Calkins had paved the way for the female gender to have the alike(p) rights and recognition as her male peers in psychology, the street remained an uphill engagement and was riddled with exponential barriers for the African Americans. It was especially true even by and by an additional 30 plus stratums had passed between the time Calkins holy her studies at Harvard in 1894, and the time that an African American female strived to sate her goals through post graduate studies. For African Americans, there were roadblocks at the accounting entry of the many prestigious colleges and universities.As it stands , back in the early ordinal century and beyond, African Americans have demonstrated their exemplary skills, perspectives, and intelligence in the world of non occupyance due to the differences of their outward appearance, (color of their skin), or culture. Many African Americans have contributed to todays society in ways that cannot be repeated but are worthy to have been credited for those in truth contributions. One such person worthy of mention as a great contributor to the world of psychology is Inez Prosser. Prosser is the important focus of this paper.Inez Beverly ProsserInez Beverly Prosser (1895-1934), an African American who faced many obstacles in her quest to achieve the same recognition as Calkins, her female predecessor. Throughout history, racism and sexism were obstacles that have confronted African Americans, both male and female. Historian Cynthia Neverdon-Morton wrote, that African Americans saw education as a means of escaping poverty, enhancing their ability to secure employment, and redressing social inequalities and injustices. (Benjamin, 2005) Prosser was one such person who went on to achieve greatness in her educational aspirations. In 1912, Prosser graduated from college holding a certificate for teaching. She began teaching at variant elementary and high schools, while at the same time, worked on obtaining a outgos degree. During time, the state of Texas did not allow African Americans to obtain graduate degrees. This fact did not deter Prosser instead, she became an administrator at Tugaloo College. She later(prenominal) applied and was admitted to the University of Colorado to continue her education where she later earned her masters degree in education.At the same time Prosser was attendance the University of Colorado, she took additional courses in psychology. She eventually returned to Tugaloo College as a member of the efficacy and finished her doctoral dissertation titled, Non-academic development of negro children in a ssorted and segregated schools, which was approved in 1933. She was not only to become the premier African American to earn a Ph.D. in psychology, but also the first female African American in this country to be recognized as having done so. Although this point appears in many publications, it corpse a matter of which you will not find Prosser listed along with the many accomplished psychologist of the past and presentnot even within the Psychology Timeline, a source material provided by our very own Universities for reference.The driveway Force and Perspectives of Inez Beverly ProsserThe foundation Prosser utilized for her thought process was the Humanistic surmise. This theory focuses on the potential of an individual and the importance of self-actualization. As an pedagogue, Prosser felt that Caucasian teachers within the institutions of the south were not equipped, from a psychological perspective of the portentous culture to adequately teach African American students. Pross er felt that the Caucasian educators could not relate to those students in the same manner as an educator of the same race. Prosser set out to bring attention to the significance of her shot by creating, The Comparative Reliability of Objective Tests in English Grammar. The chassis of this study was meant to demonstrate that the English grammar tests that were being administered at that time were t disturberous because they did not take into consideration the background or culture of the African American students. During her tenure, Prosser conducted an extensive study to prove this point.In her reason given for choosing Cincinnati for her research, this was made clear by her following statement, (1) to measure vocational interests, vacant interests, play interests, social participation, emotional or neurotic tendencies, social ascendancy-submission, overstatement, introversion-extraversion, and oecumenic personality adjustment. . . , (2) to ascertain the difference, if any, th at exists in these traits, and (3) to determine whether one or the other of these schools is better fostering growth in personality in so far as it can be determined by the gettable techniques. (Benjamin L. T., 2005)Her ContributionsProsser contributed much to society through her commitments for equality in education. Her dissertation research, although unpublished and largely unrecognized by later researchers, addressed issues that would become central to the debates on school desegregation that led ultimately to the 1954 Brown v. placard of Education decision of the U.S. Supreme Court. (Benjamin L. T., 2005) Much more was never realized due to her untimely death just one year aft(prenominal) being awarded her Ph.D. in psychology. She, along with her husband of 18 years, Allen Rufus Prosser, and one of her sisters, was involve in a head-on car collision as they cloud back from visiting family in Texas. Her life may have been short, but her achievements during her life were con siderable. She was an encouragement to all who knew her as well as those of us who can only read her story. Prosser left a legacy which is delineated best by the following memorial tribute to her honor, In Confederate Memorial Park, an African American cemetery on Roland Road in San Antonio, the inscription on Inez Prossers headstone reads, How many hopes lie hide here. (Bazar, 2010)In conclusionIn the early nineteenth century, racism and sexism were prominent within the community of psychologist. It was not until 1933 that this fact, due to the conference of a Ph.D. bestowed upon Inez Beverly Prosser, was changed forever. Prosser became the first African American female to receive a doctorate in psychology. Prosser persevered through the many obstacles African Americans faced in their quest to obtain an education at the higher levels from the southern state universities that would not accept African Americans. Inez Beverly Prosser was not, she went on to accomplish much during h er short-lived life. She excelled in her educational endeavors by graduating with distinction. She later went on to receive her masters in education. Her ultimate achievement was obtaining the status as the African American as well as the first African American female to be awarded a Ph.D. in psychology.Prossers life was cut short in a car accident just one short year after receiving her Ph.D.. Prosser, through her studies, was instrumental in helping all of her siblings to reach academic successfive of which earned college degrees. Her contributions helped pave the road that led to the 1954 Brown v. Board of Education decision. Prosser was a prominent psychologist who deserved recognition for all that she brought to the forefront by bringing understanding and equality to the educational system. She was committed, and brought about changes for the diverse people of our society who were confronted with the unjust obstacles on their road to higher education.Works CitedBazar. (2010). P sychologys feminist Voices. Retrieved May 2, 2014, from womens liberationist Voices http//www.feministvoices.com/inez-beverly-prosser/ Benjamin, L. T. (2005). Inez Beverly Prosser and the Education of African Americans. Journal of the account statement of the Behavioral Sciences, 41, 43-62. Wiley Interscience. (2005). Journal of the History of the Behavioral Sciences. pp. 41(1), 43-62.