Kenneth and Mamie Kenneth and Mamie ClarkClark

Kenneth ClarkKenneth Clark Born in 1914Born in 1914 Born in Panama Canal Zone Born in Panama Canal Zone Moved to Harlem at the age of 5Moved to Harlem at the age of 5 Graduated from Howard with a BA in 1935Graduated from Howard with a BA in 1935 First African American to receive a PhD in First African American to receive a PhD in

psychology from Columbia University (1940)psychology from Columbia University (1940) Taught Psychology at Howard and later at Taught Psychology at Howard and later at

Hampton InstituteHampton Institute First African American to receive tenure at First African American to receive tenure at

City College of New York (taught from 1942 to City College of New York (taught from 1942 to 1975)1975)

Kenneth Clark cont.Kenneth Clark cont.

First African American on the New First African American on the New York State Board of Regents (1966 to York State Board of Regents (1966 to 1986) 1986)

First African American president of First African American president of APAAPA

Retired from City College in 1975Retired from City College in 1975 Died from cancer in 2005Died from cancer in 2005

Mamie ClarkMamie Clark Born October 18, 1917Born October 18, 1917 Grew up in Hot Springs, ARGrew up in Hot Springs, AR Father owned a private medical practice and managed a Father owned a private medical practice and managed a

hotel for African Americanshotel for African Americans Family was part of the small elite of the African American Family was part of the small elite of the African American

middle classmiddle class Attended Howard UniversityAttended Howard University Married Kenneth in 1937 Married Kenneth in 1937 Graduated Howard Magna Cum Laude (1938)Graduated Howard Magna Cum Laude (1938) Thesis was “The Development of Consciousness of Self in Thesis was “The Development of Consciousness of Self in

Negro Pre-School Children”Negro Pre-School Children”– Looked at the self-perception of African American childrenLooked at the self-perception of African American children

Began working at an African American nursery schoolBegan working at an African American nursery school Published three articles with KennethPublished three articles with Kenneth

Mamie Clark cont.Mamie Clark cont. Began Columbia in 1940Began Columbia in 1940 Her advisor at Columbia believed that African Americans and Her advisor at Columbia believed that African Americans and

European Americans possessed different mental capabilitiesEuropean Americans possessed different mental capabilities Finished PhD in 1943Finished PhD in 1943 22ndnd African American to receive a PhD in psychology from African American to receive a PhD in psychology from

ColumbiaColumbia Despite having a PhD, still had difficulty finding a jobDespite having a PhD, still had difficulty finding a job Worked in a law firm that challenged segregation laws, met Worked in a law firm that challenged segregation laws, met

prominent Civil Rights attorneysprominent Civil Rights attorneys Realized the need for psycholgical services for minoritiesRealized the need for psycholgical services for minorities

– Kenneth and Mamie decided to create their own agencyKenneth and Mamie decided to create their own agency– Northside Center for Development was opened (1946)Northside Center for Development was opened (1946)

Many African American students were being placed in programs Many African American students were being placed in programs for mental retardationfor mental retardation– The center provided testing for these studentsThe center provided testing for these students– The community was advised of these practicesThe community was advised of these practices– Began remedial math and reading programsBegan remedial math and reading programs

Executive Director of the center until her retirement (1979)Executive Director of the center until her retirement (1979) Died in 1983Died in 1983

ResearchResearch Kenneth and Mamie published three Kenneth and Mamie published three

major articles between 1939 and 1940. major articles between 1939 and 1940. The articles furthered the work of Mamie’s The articles furthered the work of Mamie’s

thesis. thesis. Developed a proposal for further research Developed a proposal for further research

on self-identification in Black children on self-identification in Black children Created updated versions of the coloring Created updated versions of the coloring

and doll tests. and doll tests. Proposal awarded Rosenwald Fellowship Proposal awarded Rosenwald Fellowship

(1939)(1939)– renewed two times within the next two years renewed two times within the next two years

Enabled her to attend Columbia University Enabled her to attend Columbia University

Research Cont.Research Cont. Mamie's research involved a coloring test and a doll test. Mamie's research involved a coloring test and a doll test. Coloring Test:Coloring Test:

– Three year old Afro-American children given sheet of paper with Three year old Afro-American children given sheet of paper with drawings of an apple, a leaf, an orange, a mouse, and a boy and a drawings of an apple, a leaf, an orange, a mouse, and a boy and a girlgirl

– Also given a box twenty-four crayons including brown, black, yellow, Also given a box twenty-four crayons including brown, black, yellow, white, pink, and tanwhite, pink, and tan

– Children were then asked to pretend that the little girl or boy was Children were then asked to pretend that the little girl or boy was them, and color the picture the same color as themselvesthem, and color the picture the same color as themselves

– Then the children were asked to color the opposite gendered picture Then the children were asked to color the opposite gendered picture the color they want it to bethe color they want it to be

– All African American children with very light skin colored the picture All African American children with very light skin colored the picture correctlycorrectly

– Most darker skinned African American children colored the picture Most darker skinned African American children colored the picture with yellow or white crayonswith yellow or white crayons

– Some children even used red or greenSome children even used red or green– The study concluded that the children's inappropriate colors The study concluded that the children's inappropriate colors

represented emotional anxiety related to the color of the own skinrepresented emotional anxiety related to the color of the own skin– In other words, they wanted to be white, and so they pretended to In other words, they wanted to be white, and so they pretended to

be (Clark, 1944).be (Clark, 1944).

Research Cont.Research Cont. Doll test:Doll test:

– African American children shown a white doll and black doll, African American children shown a white doll and black doll, and asked which doll they preferred to play withand asked which doll they preferred to play with

– Over half chose the white doll Over half chose the white doll – Children demonstrated that they could identify the difference Children demonstrated that they could identify the difference

between the two dollsbetween the two dolls– Mamie’s work with children's race-recognition and self-esteem Mamie’s work with children's race-recognition and self-esteem

demonstrated that Black children gain awareness of their racial demonstrated that Black children gain awareness of their racial identity at approximately age threeidentity at approximately age three

– Concurrently, African American children began to see Concurrently, African American children began to see themselves negatively, reflecting the views of societythemselves negatively, reflecting the views of society

Mamie presented her results in a school desegregation trial Mamie presented her results in a school desegregation trial in Virginiain Virginia

Kenneth presented the results in Delaware and South Kenneth presented the results in Delaware and South Carolina desegregation trialsCarolina desegregation trials

Results were published in 1953Results were published in 1953

Brown vs. Board of Brown vs. Board of EducationEducation

Plessy v. Ferguson enforced “separate but equal” Plessy v. Ferguson enforced “separate but equal” (1892)(1892)

In Topeka, Kansas, an African American third-In Topeka, Kansas, an African American third-grader, Linda Brown had to travel a mile through grader, Linda Brown had to travel a mile through a railroad yard to get to her school, though there a railroad yard to get to her school, though there was a white school close to her housewas a white school close to her house

Her father, Oliver Brown, attempted to enroll her Her father, Oliver Brown, attempted to enroll her in the white elementary schoolin the white elementary school

The principle would not allow her to enrollThe principle would not allow her to enroll Her father went to the local branch of the Her father went to the local branch of the

National Association for the Advancement of National Association for the Advancement of Colored People (NAACP) to seek help Colored People (NAACP) to seek help

The NAACP requested an injunction forbidding the The NAACP requested an injunction forbidding the segregation in public schoolssegregation in public schools

Kenneth and Kenneth and Mamie’s research Mamie’s research findings were findings were presented in court, presented in court, providing evidence providing evidence that segregated that segregated schools were schools were unequalunequal

Decision read by Chief Justice Earl Warren on May Decision read by Chief Justice Earl Warren on May 17, 1954:17, 1954:

– "We come then to the question presented: Does "We come then to the question presented: Does segregation of children in public schools solely on the segregation of children in public schools solely on the basis of race, even though the physical facilities and basis of race, even though the physical facilities and other "tangible" factors may be equal, deprive the other "tangible" factors may be equal, deprive the children of the minority group of equal educational children of the minority group of equal educational opportunities? We believe that it does...We conclude opportunities? We believe that it does...We conclude that in the field of public education the doctrine of that in the field of public education the doctrine of 'separate but equal' has no place. Separate educational 'separate but equal' has no place. Separate educational facilities are inherently unequal. Therefore, we hold that facilities are inherently unequal. Therefore, we hold that the plaintiffs and others similarly situated for whom the the plaintiffs and others similarly situated for whom the actions have been brought are, by reason of the actions have been brought are, by reason of the segregation complained of, deprived of the equal segregation complained of, deprived of the equal protection of the laws guaranteed by the Fourteenth protection of the laws guaranteed by the Fourteenth Amendment.” Amendment.”

Court RulingCourt Ruling

Brown vs. Board of Education Brown vs. Board of Education overturned the ruling of “separate but overturned the ruling of “separate but equal” from Plessy vs. Fergusonequal” from Plessy vs. Ferguson

Kenneth Clark was named one of the Kenneth Clark was named one of the “modern authorities” influencing the “modern authorities” influencing the decisiondecision

First time a social science study was First time a social science study was emitted into the court as hard emitted into the court as hard evidenceevidence

Kenneth and Mamie’s Kenneth and Mamie’s ResearchResearch

Clark, K. B., & Clark, M. K. (1939). The development Clark, K. B., & Clark, M. K. (1939). The development of consciousness of self and the emergence of of consciousness of self and the emergence of racial identification in negro preschool children. racial identification in negro preschool children. Journal of Social Psychology, 10,Journal of Social Psychology, 10, 591-599. 591-599.

Clark, K. B., & Clark, M. K. (1939). Segregation as a Clark, K. B., & Clark, M. K. (1939). Segregation as a factor in the racial identification of negro pre-factor in the racial identification of negro pre-school children: A preliminary report. school children: A preliminary report. Journal of Journal of Experimental Education, 8,Experimental Education, 8, 161-163. 161-163.

Clark, K. B. & Clark, M. K. (1940). Skin color as a Clark, K. B. & Clark, M. K. (1940). Skin color as a factor in racial identification of negro preschool factor in racial identification of negro preschool children. children. The Journal of Social Psychology, 11,The Journal of Social Psychology, 11, 159- 159-169.169.

Clark, K. B. & Clark, M. K. (1950). Emotional factors Clark, K. B. & Clark, M. K. (1950). Emotional factors in racial identification and preference in negro in racial identification and preference in negro children. children. Journal of Negro Education, 19,Journal of Negro Education, 19, 341-350. 341-350.

ReferencesReferences Guthrie, R.V. (1998) Guthrie, R.V. (1998) Even the rat was white: A Even the rat was white: A

historical view of psychology, historical view of psychology, Allyn & Bacon.Allyn & Bacon. http://www.aaregistry.com/african_american_history/http://www.aaregistry.com/african_american_history/

2196/Mamie_Clark_a_supporter_of_the_Black_child2196/Mamie_Clark_a_supporter_of_the_Black_child http://c250.columbia.edu/c250_celebrates/http://c250.columbia.edu/c250_celebrates/

remarkable_columbians/kenneth_mamie_clark.htmlremarkable_columbians/kenneth_mamie_clark.html http://http://www.npr.org/templates/story/story.php?storyIdwww.npr.org/templates/story/story.php?storyId

=4627755=4627755 http://www.psychologymatters.org/clark.htmlhttp://www.psychologymatters.org/clark.html http://www.watson.org/~lisa/blackhistory/early-http://www.watson.org/~lisa/blackhistory/early-

civilrights/brown.htmlcivilrights/brown.html http://www.webster.edu/~woolflm/mamieclark.htmlhttp://www.webster.edu/~woolflm/mamieclark.html