By: Jordan Meadows (Staff Writer)
Professional organizations of African American educators, historically known as “Colored Teachers Associations” (CTAs), have played a crucial role in the development of Black education in the United States. Originating as early as 1861, CTAs were instrumental in forming a professional community for Black educators, representing a significant chapter in both African American history and U.S. education.
The first documented CTA emerged in Ohio, but by the late 19th century, these associations began to spread across southern states, with some also forming in Northern and Midwestern states during the Jim Crow era. Black teachers established CTAs to improve educational opportunities for Black students, advance their professional and intellectual development, and address broader socio-political issues within the Black Freedom Movement.
CTAs provided a unique platform for Black educators to gather and share pedagogical insights, filling a void left by the lack of other professional forums. They were closely linked with other vital Black institutions, including churches, Historically Black Colleges and Universities (HBCUs), Black civic and social organizations, and Black fraternities and sororities. Additionally, CTAs collaborated with Colored Parent-Teacher Associations and the Office of Education to further their goals.
Unlike white educational organizations at the time, CTAs had no racial restrictions for membership. They were organized on national, state, local, and sometimes county or district levels. These associations conducted meetings, published journals, and engaged in advocacy for educational justice from the 19th century through the Civil Rights era.
Presidents of CTAs were typically elected annually, while executive secretaries were often employed and also served as journal editors. The associations began publishing journals regularly in the 1920s, though some had been in existence since 1906. These journals, considered the “official organs” of the CTAs, documented organizational leadership, education, school competitions, and meeting reports.
Formed in 1881, the North Carolina Teachers Association (NCTA) emerged as a pivotal force in advocating for racial progress through education in the South. The association’s founding members, including notable educators such as James E. Shepard, who later established North Carolina Central University, and Joseph C. Price, founder of Livingstone College, sought to leverage education as a means to achieve racial equality.
The NCTA’s membership extended beyond educators to include politicians, lawyers, and doctors. The association was a vocal critic of the Dortch Act, a controversial bill that sought to segregate educational funding based on race. The Act allowed citizens to vote on whether to allocate tax revenues to white or Black schools separately, depriving Black schools due to the lower property ownership among Black citizens. NCTA members, including educator Charles N. Hunter, an educator, journalist, and historian, condemned the Act as unconstitutional and discriminatory. Their advocacy led to the North Carolina State Supreme Court declaring the Act unconstitutional in 1886.
Following this victory, the NCTA faced new challenges, including the task of addressing segregation and advocating for a Black state college. Despite their efforts, including a petition to Governor Alfred Scales for a $10,000 appropriation, the state only provided $8,000 for existing normal schools, not for a new Black institution.
Initially, the NCTA met annually in Raleigh, moving to Kittrell College in the 1890s and later to Shaw University. The association’s meetings grew significantly in size and scope, evolving from small gatherings to major events attended by over 800 participants in 1922.
Despite a modest membership in the early 1920s, the association saw a surge in growth during the decade, with key leaders such as Scotia Seminary president Luke Dorland and Winston-Salem State Normal School head Simon G. Atkins driving its expansion. The NCTA also began publishing the North Carolina Teachers Record, a key journal documenting educational developments and organizational activities.
Under the leadership of figures like Charlotte Hawkins Brown, the NCTA established its first district associations and expanded local units across the state. By the mid-20th century, the association had secured permanent offices in Raleigh and solidified its role as a major advocate for educational equity.
The NCTA remained an influential entity in African American education until 1970 when it merged with the North Carolina Education Association (NCEA) to form the North Carolina Association of Educators (NCAE). By then, the NCTA had grown to nearly 8,000 members, making it one of the largest and most impactful teachers’ organizations in the nation.
