In Search of Sisterhood: Delta Sigma Theta and the Challenge of the Black Sorority Movement

Terborg-Penn, Rosalyn; Giddings, Paula J.

doi:10.2307/369079

Cited by 8 publications

(3 citation statements)

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“…It should be noted that these stories have been told in Black communities for decades. Teachers seeking to learn these stories should consult Black female historians such as Berry and Gross (2020), Giddings (1988) and Hine et al (1993), as well as those active in the Association of Black Women Historians, among others. Teachers should also investigate repositories such as NAACP's The Crisis, and the collections of Black history at Howard University Library.…”

Section: Ssrp 181mentioning

confidence: 99%

“…Meanwhile, a second Howard University sorority, the Delta Sigma Theta, was chartered on January 13, 1913, just a few weeks before the parade (Delta Sigma Theta Sorority, 2023 ;Giddings, 1988). Committed to taking a stand on suffrage as well as other political issues, twenty-two founding members of Delta Sigma Theta took an assertive approach and planned on marching in the parade without awaiting permission or acknowledgment from white organizers (Giddings, 1988). The process became the "founders first act of public service" (Delta Sigma Theta Sorority, 2023, para 3).…”

Section: Ssrp 181mentioning

confidence: 99%

“…The process became the "founders first act of public service" (Delta Sigma Theta Sorority, 2023, para 3). Mary Church Terrell was the Delta Sigma Theta's first honorary member, and she urged the young founders to participate in the parade (Giddings, 1988). Terrell said Inez Milholland, a white suffragist and parade organizer, A more inclusive suffrage story insisted to other parade organizers that they [members of Delta Sigma Theta] "be given a place with the pupils of the other schools" (Terrell, 1940(Terrell, /1980.…”

Section: Ssrp 181mentioning

confidence: 99%

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Widening the lens: towards a more inclusive suffrage story

Ellsworth

Burgard

2023

SSRP

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PurposeThe purpose of this paper is to illuminate for teachers how the suffrage movement is centered in whiteness. The authors posit that this historical erasure is intentional, and teachers should actively find ways to counter that erasure. This paper positions teachers to ask critical questions of dominant narratives, and have students do the same.Design/methodology/approachGiven the existence of historical erasure and the absence of Black suffrage stories, the authors sought to build teachers' content base by conducting a historiography of the dominant narrative of the women's suffrage movement. They examined how state standards and popular online archival collections perpetuate the dominant narrative. They provide teachers with a rich content base and include primary sources they could use to teach this content to their students.FindingsUnsurprising, the Texas and Missouri state standards do little to advance the voices of underrepresented people, especially when it comes to the suffrage movement. Likewise, archival collections are limited by the choice of those who curated the collections. The article presents teachers with lesser known stories of the movement and accompanying primary sources.Practical implicationsTeachers cannot teach what they do not know. So the authors sought to build a teacher's content base so they could tell a more inclusive history. They want to help teachers identify dominant narratives and where historical erasure is happening, and commit to asking critical questions of those narratives and seek to diversity their histories.Originality/valueThis piece is original because much of this content is missing from current history classrooms. In addition, the primary sources and additional resources provided can strengthen a teacher's ability to teach about it.

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Section: Ssrp 181mentioning

confidence: 99%

Section: Ssrp 181mentioning

confidence: 99%

Section: Ssrp 181mentioning

confidence: 99%

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