
She applied the “Page 99 Test” to her new book, Essential Soldiers: Women Activists and Black Power Movement Leadership, and shared the following:
Page 99 highlights a central theme in Essential Soldiers, that women played fundamental, complex, and sometimes contradictory roles in Black Power cultural nationalist organizations. The section focuses on gender roles in educational programs and contains a “case study” of a single school told through the narrative of one African American woman activist. I assigned the pseudonym Imani Omotayo, because she wanted to remain anonymous. For context, Black Power activists faced ongoing threats of external state surveillance, harassment, and violence, as well as internal conflict among movement peers.Visit Kenja McCray's website.
This specific page spotlights the Us Organization’s School of Afroamerican Culture, which was founded in majority-Black South Central Los Angeles in 1967. The school’s teachers and staff charged minimal tuition, offering academic lessons, cultural enrichment, meals, and a nurturing space in ways that earned community support. Rooted in Pan-African nationalist values, instructors combined the guiding Principles of Blackness (some of the Kawaida Principles) with expectations of academic excellence. While the school’s personnel fostered a sense of cultural pride and scholarly development in students, Omotayo noted that the curriculum also reinforced restrictive gender norms. Such values telegraphed a sex-based hierarchy that limited women and girls to secondary, “submissive” social roles.
The Page 99 Test might pique a browser’s interest. It will provide them with some information, but it is just an entry point. Of course, they would have to read more to get the full meaning, because the book’s premise is more complicated. Essential Soldiers examines how Pan-African cultural nationalist women who were affiliated with some of the most notoriously masculinist Black Power organizations utilized their agency to transform themselves and their environments. In doing so, I argue that they demonstrated a work-centered, people-centered, and African-centered form of service leadership. Exploring their activism in several areas, from the media to education, provides a new standpoint for considering Black Power leadership legacies. This is because scholars and popular commenters alike have tended to focus on male-chauvinistic, top-down, and authoritarian Black Power leadership models, in part because the women’s stories have been so obscured in the historical record.
If readers browsed backward in the book a bit and looked ahead just a few pages, they would find out that supplementary and independent Black educational programs (IBIs), like the School of Afroamerican Culture and others, were often developed, designed, and sustained by women, whose gender roles within the earliest days of Kawaida organizations were limited to domesticity and childrearing. As nationalist mothers, they were seen as the primary cultivators of a budding nation. As Pan-African cultural nationalist teachers, women filled roles that were essential to developing good citizens in the nation becoming. Many female cultural nationalist advocates challenged their secondary status, utilizing access to education and training to create leadership opportunities for women and developing programs like communal childcare, which helped mothers (and fathers) perform political work outside the home. IBIs and supplementary educational programs became some of the most important and longest-running endeavors that Black Power cultural nationalist organizations undertook in their communities, developing into outlets for women’s political work and incubators for their unique form of service leadership.
--Marshal Zeringue