A Story of Courage and Acceptance: Greta's Journey

Introduction

In the heart of Virginia, nestled within a rural community, the year 1965 marked a transformative period of change and turmoil. For Greta Epps, a brave and outspoken young girl, this experience would test her strength, courage, and resilience. As one of the 33 students who chose to integrate into the previously all-white schools of her county, Greta was not just any student—she was an athlete, a daughter of Civil Rights activists, and a rebel with a cause. She and 32 other Black students were trailblazers who sacrificed much to open the doors of white segregated schools, paving the way for all Black students in their community to receive a better education. It took courage, determination, resilience, and self-preservation to endure the hate and intimidation they were met with. It is a true testament to fighting for acceptance, grieving the loss of one's identity, and navigating the challenges of being a Black child in a white man's world. This is just a snapshot of her story.

Chapter 1: The Call for Integration

The summer of 1965 was a hot and restless one. The air was thick with anticipation and the promise of change as the Epps household bustled with activity. Greta's parents, fervent Civil Rights activists, had been preparing her and her siblings for this moment their entire lives. The decision to integrate schools had been met with fierce opposition in their community, but Greta's parents knew that standing up for what was right meant facing such challenges head-on.

Mrs. Epps, Greta’s mother, led the way. In 1964, she petitioned the school board with 83 signatures to start the process of integration. In 1965, the School Board adopted the Freedom of Choice Plan to desegregate grades 1, 2, 7, 8, and 12. This process was biased and only allowed for the integration of specific grades. Mrs. Epps was not going to stand for it. She contacted the State NAACP office for support and was guided on what to do. She filled out the necessary documents to enroll all four of her children in the white schools. Had she not done so, she would have had to support three schools, as only two of her children, Greta and Phyllis, would be able to attend the white school per the Freedom of Choice Plan. Doing so, she was met with intimidation and resistance. The School Board Superintendent, Ms. McGuffin, cited such things as the other children’s IQ tests showing they could not compete scholastically in the white school, even though they were all A students in the Black school. Ms. McGuffin was totally against integration and one of its greatest adversaries in the county. None of this deterred Mrs. Epps. She rallied on and, by the time school was to start, she had successfully enrolled 33 students into the program. This was a victory because not only did she receive resistance from the white community, but she also got just as much from her Black community. Many of the Black parents were very fearful due to what had transpired in other southern communities. They wanted to keep their separate but equal status, feeling it was safe, comfortable, and something they could call their own.

"Greta, are you ready for this?" her mother asked one evening, a mix of concern and pride in her eyes.

"Yes, Mama. I have to be. We all do," Greta replied, her voice steady but her heart pounding with a mix of fear and determination.

Chapter 2: The First Day

The first day of school was a spectacle. The air was electric with tension as protesters lined the streets leading to the school. Signs bearing hateful messages and jeers from angry townsfolk greeted Greta and her fellow trailblazers as they made their way to the entrance.

"Keep your head high and your heart strong," her mother had said that morning, her words echoing in Greta’s mind as she walked through the hostile crowd.

Inside the school, the atmosphere was no less intimidating. Students whispered behind cupped hands, and teachers eyed her with a mix of curiosity and disdain. Despite the cold reception, Greta's resolve remained unshaken.

Chapter 3: Facing Prejudice

As the days turned into weeks, the reality of integration set in. Greta was no stranger to prejudice and intimidation. She received threatening notes in her locker and was often the target of malicious pranks. Yet, it was the silent treatment from her peers that cut the deepest.

In gym class, Greta's prowess as an athlete couldn't be ignored. She outran, outjumped, and outplayed many of her classmates, but her skills were often met with reluctant acknowledgment at best.

"She's just showing off," one girl sneered after Greta scored a winning point in basketball.

Greta squared her shoulders, looking directly at the girl. "No, I'm just playing the game," she retorted, her voice unwavering.

However, the most threatening encounters were with three boys who taunted her daily with an invite to a “Coon Hunt.” In this vile, racially charged taunt, Greta was the prey. Each day, the boys would corner her, sneering, "Ready for the coon hunt today, Greta?"

Unfazed, Greta would respond with a smile, "I'll meet you at the Dairy Queen." Her calm demeanor and defiant reply always left the boys fuming, their faces reddening with anger before they stormed off. As they retreated, Greta would giggle under her breath, feeling a sense of victory.

Ironically, as the school year progressed, these same boys began to see Greta in a different light. Her unwavering courage and relentless positivity broke through their prejudices, and eventually, they became her friends, much to the astonishment of everyone.

Chapter 4: Finding Allies

Other intimidation and resistance came from her neighbors, the Shelton children. The Shelton family had always been a thorn in the Epps family’s side. They had named their dog the N-word in an attempt to taunt them. Whenever the family drove by the Shelton’s house, the Shelton children would run out and call the dog by the N-word. It was their hope that this would evoke emotional torment and hate. Thus, the Shestons persisted with this kind of behavior when school integration started. Each morning on the bus ride to school, they would take up the remaining seats by sitting themselves at the seat’s entrance to block Greta and her siblings from sitting on a particular seat, forcing them to stand or go to the back of the bus. Greta and her siblings did none of this; they simply butted the Shelton students over and took the seat. The Shestons then moved to another seat. If this was not enough, they would line up behind them and try to knock them down as they tried to exit the bus. Luckily for the Greta and her siblings, the bus driver, Mrs. Baldwin, was not going to stand for this behavior. After a few days of this, she put a stop to this treatment by throwing the Shestons off the bus. They ended up having to find their own way to school. Mrs. Baldwin became an ally for Greta and her siblings.

Chapter 5: A Voice for Change

The first two years of desegregation were an adjustment period for Greta and the trailblazing Black students. For Greta, it was a time of losing her own self-identity to embrace the unknown of strangers who thought she was unworthy and beneath them. She had left behind all that she knew; her Black culture and her friends to face and maneuver the white man’s world—a world that gave no mercy or compromises. As Greta grew more comfortable in her new environment, she began to find her voice. She joined the student council and used every opportunity to speak out against the injustices she and others faced. Her speeches were powerful, drawing from her personal experiences and the teachings of her parents.

One of the biggest challenges of segregation came in 1968 when the school was fully integrated. A huge divide came, like a tidal wave. All the progress Greta and the other Black trailblazers had made seemed to dissolve. Relationships were tested and Greta felt alienation from both sides. The new Black students entering the doors of the now partially segregated schools came with attitudes of resentment and disdain. They were met with the same treatment the 33 met two years prior. But the whole scenario now boiled down to not knowing and trusting each other. Many of the white kids who had come to know and be friends with Greta approached her and the other trailblazers with their concerns, much of which stemmed from them not understanding who the new Black students were. For the Black kids, it was much bigger. They resented having to leave their school behind and all that was associated with it; the mascots, school colors, dances, and social activities were just a few of the things. They resented Greta and the other trailblazers because they thought it was their fault that they were now forced to attend the white school. Greta and the others did not feel that way because they saw what they were doing was for the greater good. It was about better education and opportunities. They were in for the fight of their life to push the movement for equality to the next level.

There was a lot of tension, and with the feelings of the new students being tested by the lack of Black culture and inclusiveness in school activities, things came to a boil. It all centered around the cultural environment, with no Black bands at dances, no representation in clubs and other organizations, and no activities that reflected their heritage. It all came to a head when Greta wrote a speech for her sister Diane to deliver for her run for President of the Student Body. Diane passionately addressed these issues in her speech.

"Separate is never equal," she began, her voice ringing clear and strong. "We've seen what happens when we divide ourselves. It's time to unite, to stand together as one community, one school, one future. Integration is not just about sharing classrooms," she declared. "It's about sharing dreams, opportunities, and respect. We need to see each other as fellow students and embrace our differences. We need to learn about each other's cultures and celebrate them together."

Her speech was met with a standing ovation. It was a victory not just for Greta and Diane, but for the entire school body towards equality. Most students agreed with her, but some twisted her message, using it as an excuse to incite further division. Tensions boiled over, resulting in an all-out riot. Classes were boycotted, and violence erupted among students, shaking the school to its core.

After the chaos settled, the administration realized the necessity of addressing these grievances head-on. They decided to hold meetings to bring the Black students' concerns to light, and Greta and her sister were asked to be negotiators to help bridge the gap between students.

"Greta, we need your help," the counselor said, a note of desperation in his voice. "You're the voice these students trust. Will you help us find a solution?"

With a deep breath and a resolute nod, Greta accepted the challenge. The meetings were intense, filled with raw emotions and hard truths. Greta listened and used the knowledge and relationships she had gained in her prior years of integration to help bridge and articulate the need for true inclusiveness and cultural representation.

"Everyone deserves to see themselves reflected in their school," she argued. "We need Black bands at our dances, representation in our clubs, and activities that celebrate our heritage. But more importantly, each of us needs to embrace change and accept that we all need acceptance from each other to make this integration work; otherwise, we will continue to be in a battle. Only then can we truly come together as a unified student body."

Her actions, along with the support of others, led to significant changes. The school administration implemented new policies to ensure fair representation and inclusivity. For example, for school dances, there would be a Black band and a white band or a mixed band. For clubs like the SCA and class offices, there would be a Black officer and a white officer for each position. This remained in effect until all students got to know each other and were comfortable. This took about a year, but it proved to be the best way to ensure trust and fair representation. The Black students began to feel accepted, and they also began to embrace the school as their school and accept their role in making the school a place for all.

Chapter 6: A Rebel with a Cause

Greta's rebellious spirit became a beacon of hope for many. She began to advocate and protest peacefully, sometimes alone, demanding equal treatment for all students. Her actions drew the attention of the principal and other school administrators, and she became a regular visitor to the principal’s office.

The high school principal, Mr. Colley, was a military man and a staunch racist. He enacted several strict rules, one of which was a dress code that stated girls could not wear their dresses or skirts more than one inch above the knee. This infuriated Greta and the other girls. However, the other girls were not brave enough to do anything about it, but she was. After all, Greta believed ‘rules were made to be broken’ and break them she did.

In the late 60s and 70s, miniskirts were all the rage. So how are you going to abide by a dress code like that when fashion says otherwise? She would wear her miniskirts to school. Her favorites were a yellow one and a plaid one. She played basketball and was a member of the SCA. One night after a game, she was about to sit down on the bleachers to watch the boys’ basketball team play when her Algebra teacher, Ms. Cauwenberg, noticed her and out of the blue said to her,

“Greta Epps, your skirt is entirely too short, young lady, and I’m reporting you to the principal.”

Now mind you, she coached the cheerleaders, and their skirts were up to their ying yang, so how could she say Greta’s skirt was too short? Besides, if the rule said no one could wear their skirts above the knee, what made the cheerleaders an exception? Of course, the following week on Friday, she got called into the office by Mr. Colley to tell her she had broken the rules.

“Greta, your skirt is too short, and you are becoming a troublemaker,” he said.

She simply retorted, “Short skirts are the only skirts in the store, and when you start buying my clothes and paying bills in my home, perhaps I will obey the rule.”

He was infuriated with her but did nothing but try to intimidate her.

She went home for the weekend, so mad but did not let him see her sweat. On Monday, her mom went to the school and gave Mr. Colley a piece of her mind and backed her up. This went on for weeks. Greta continued to wear her short skirts, and like clockwork, Mr. Colley would call her into the office every Friday with the same message. Her mother would show up in his office every Monday. Finally, Mr. Colley broke, and the rule changed. She had accomplished what she set out to do. This was not her last run-in with Mr. Colley. She was now on his radar, and he on hers.

Chapter 7: More “Good Trouble”

As the Black and white students began to trust and befriend each other, they began to date. This was greatly frowned upon by the school administration. And, of course, Mr. Colley, the principal, was at the head of this. He tried to stop it by making rules like girls having to walk on one side of the hall and boys on the other. He tried to intimidate the Black boy athletes by threatening to kick them off the team. Unfortunately for him, the best athletes were Black, so that did not go over well. Well, you know Greta being the rebel she was, she saw an opportunity to mess with old man Colley. She befriended a white boy named Danny Critzer. He liked her a lot. She pretended she liked him too. To really make Mr. Colley mad, she stood at the front door of the school holding hands with Danny. One day, Mr. Price, the vice principal, entered the building and saw this. Not even an hour later, they both were called into the office. Mr. Colley looked at Lily and said,

 “You know, Greta, this county is not ready for Blacks and whites to be dating.”

Greta looked him dead in his eyes and said, “No, it is you, Mr. Colley, who is not ready for Blacks and whites to date.”

After that, he said nothing more. The issue of Blacks and whites dating became a thing of the past.

Conclusion

Greta Epps was a troublemaker, but she made “Good Trouble “like activist John Lewis talked about. Her parents couldn't have been prouder. They had raised her to fight for justice, and Greta was living that legacy every day.

By the time Greta graduated from high school, the atmosphere had changed significantly. While prejudice and ignorance hadn't been entirely eradicated, acceptance and understanding had begun to take root. Greta's journey was far from over, but she had made an indelible mark on her community.

As she walked across the stage to receive an award for her contributions to student leadership and extracurricular activities, Greta felt a swell of pride. She had faced alienation, intimidation, threats, and prejudice, but she had emerged stronger—a true rebel with a cause. She proved that one person could indeed make a difference, inspiring others to continue the fight for equality and acceptance.