right now illinois public students population consists of: white, non-hispanic 54%
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Illinois 2007 Ethnic/Racial Diversity 2.1 million students in Illinois 45% minority Growing Diversity in Illinois and the Nation. Right now Illinois Public Students Population consists of: White, Non-Hispanic 54% Total Minority Population 45% LEP students statewide 190,000. - PowerPoint PPT PresentationTRANSCRIPT
Illinois 2007 Ethnic/Racial Diversity2.1 million students in Illinois 45% minority Growing Diversity in Illinois and the Nation
Right now Illinois Public Students Population consists of:
White, Non-Hispanic 54%Total Minority Population 45%
LEP students statewide 190,000
Unit 2 Diversity covers a wide range of differences among students.
Low Income Students
Minority Students
Students with Disabilities
Gender and Sexuality
Limited English Proficiency Students
Reflect for a moment.Give your honest opinion.
Do you support collective bargaining for public employees?
Reflect for a moment.Give your honest opinion.
Do you support teachers being unionized?
Brown v. Board of Education (1954)
Why did Oliver Brown sue on behalf of his daughter Linda for admission to her neighborhood school if as a moderate state (Kansas) Topeka schools both Black and white students were equal in teachers’ salaries, curriculum, and the most basic facilities?
PARENTS OF STUDENTS EXCLUDED FROM SCHOOLS TRIED TO CLAIM THEIR RIGHTS In 1885 and 1948 California Courts ruled that minority children cannot be barred from attending public schools
1885 Chinese Students The California Supreme Court ruled that it was unconstitutional to deny “a child of Chinese parents entrance to public schools” based on the 14th Amendment, but it stays silent on “separate but equal”. San Francisco builds separate schools for Chinese students.
1948 Latino Students Mendez family sues regarding segregated schools. The court ruled that separate but equal violated the equal protection clauses of the 14th amendment and orders California public schools to desegregate.
Practices of School Segregation Based on EthnicityTape v. Hurley (1885)See information sheet on EPS 201/202 Homepage for Summaries of Tape v. Hurley and Mendez v. Westminster
In 1884, Chinese immigrants try to enroll their seven year old daughter Mamie Tape at the Spring Valley School, a San Francisco public school.
San Francisco Board of Education policy prohibited Chinese children from attending the city’s public schools.
The California Supreme Court ruled that it was unconstitutional to deny “a child of Chinese parents entrance to public schools”
Practices of School Segregation Based on EthnicityTape v. Hurley (1885)See information sheet on EPS 201/202 Homepage for Summaries of Tape v. Hurley and Mendez v. Westminster
While the court affirms the right of Chinese children to a public education based on the 14th Amendment, it stays silent on “separate but equal”.
The San Francisco Board of Education in response builds a public Chinese school which Mamie Tape is forced to attend.
What is the significance of Mendez vs. Westminster (1948)?
Segregation for Latino Students in CaliforniaSee Court Case Information Sheet on our homepage
Mendez family in Westminster in Orange County California in the 1940’s..
Two schools in Westminster, Hoover Elementary is designated for Latinos and 17th Street Elementary for Whites.
California Federal court rules in favor of Mendez setting the precedent for the ruling in Brown v. Board nine years later.
What is the significance of Mendez vs. Westminster (1948)?
Segregation for Latino Students in CaliforniaSee Court Case Information Sheet on our homepage
The court ruled that separate but equal violated the equal protection clauses of the 14th amendment and order California public schools to desegregate.
The ruling is limited only to California. Judge McCormick the presiding judge argues that social equality must be a paramount requisite of American education.
1948 Mendez v. Westminster2011 Medal of Freedom
http://www.youtube.com/watch?v=eMoAXggpj_0 Sylvia Mendez 2011 Recipient of Medal of Freedom
ANALYTIC FRAMEWORK (Tozer)PE & Ideology explains why, what, how.
SCHOOLS
IDEOLOGY IDEAS(See Tozer, Chapter 1) Explain and Justify how things work, the social arrangements.
Shared beliefs
Shared values
Groups differ- dominant
POLITICAL ECONOMY
Institutions and practices in daily life
Social (family, religion, organizations, ethnicity/race, customs, etc.)
Economic
Political (Laws, Local, State, Federal)
Schools
**Demographics
Policies AdministrationSchool Design CommunityFacilities Safety Curriculum ResourcesExtra-curricular School cultureFundingTeacher Training
IDEOLOGY of 19th & 20th Centuries 1850-1950 Shared beliefs and values of the white majority
Genetic Inferiority Social Darwinism IQ Testing-Inherited Intelligence, Social Darwinism Traditions of Racism White Supremacy Separate but “equal” Meritocracy
14th Amendment All persons born or naturalized in the United States are citizens of the United States and of the state wherein they reside. No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.
Answer these questions on the handout. 2 minutes, collaborate
Why did the 14th amendment fail to protect rights of African Americans prior to Brown?
Is it legal for a school district to close its schools and deny students access to public education? Yes No
If the public schools were closed, who do you think would be responsible for getting them reopened (list several responsible stakeholders)?
Why did the 14th amendment fail to protect the rights of African Americans and other minorities?
The 14The 14thth Amendment interpreted by GOVERNMENT Amendment interpreted by GOVERNMENT Congress, Federal Courts, States, and localities. Congress, Federal Courts, States, and localities.
States continued to set laws, and the Federal government States continued to set laws, and the Federal government did not interfere. The 14did not interfere. The 14thth amendment was defined narrowly by amendment was defined narrowly by the courts. Plessy virtually nullified the 14the courts. Plessy virtually nullified the 14th th amendment. amendment.
The law did not impact The law did not impact socialsocial customs. customs.
What role did What role did courtscourts play? play? Supported states until late 1930s.Supported states until late 1930s. Teachers’ pay, graduate schools (law, education)Teachers’ pay, graduate schools (law, education)
After the Civil War14th Amendment andReconstruction
Would states continue protection of freed Blacks after the end of Reconstruction?
After Reconstruction ended, States curtailed the rights of free blacks.
How did the Federal government act?
Thomas Nast (1868) cartoon “This is a white man’s
government”
Right after the end of the Civil WarFormer slave holding states instituted black codesMississippi Black Codes:
"Negroes must make annual contracts for their labor in writing; if they should run away from their tasks, they forfeited their wages for the year. Whenever it was required of them they must present licenses (in a town from the mayor; elsewhere from a member of the board of police of the beat) citing their places of residence and authorizing them to work. Fugitives from labor were to be arrested and carried back to their employers. Five dollars a head and mileage would be allowed such negro catchers. It was made a misdemeanor, punishable with fine or imprisonment, to persuade a freedman to leave his employer, or to feed the runaway. Minors were to be apprenticed, if males until they were twenty-one, if females until eighteen years of age. Such corporal punishment as a father would administer to a child might be inflicted upon apprentices by their masters. Vagrants were to be fined heavily, and if they could not pay the sum, they were to be hired out to service until the claim was satisfied. Negroes might not carry knives or firearms unless they were licensed so to do. It was an offence, to be punished by a fine of $50 and imprisonment for thirty days, to give or sell intoxicating liquors to a negro. When negroes could not pay the fines and costs after legal proceedings, they were to be hired at public outcry by the sheriff to the lowest bidder...."
Social History of Jim Crow Laws
Laws and customs of oppression.Anderson, p. 15
Political Economy (Institutions and Practices) What forces most affected African Americans in daily life 1865-1954?
LEGAL CONSTITUTION ADVANCES EQUAL RIGHTS 13th, 14th, 15th Amendments Anderson shows that equality of individuals was not protected by the Constitution prior to 14th Amendment.
LEGAL FEDERAL LAW FREE BLACKS TARGETED BY Reconstruction Act of 1867 BUT PROTECTION ended in 1877 with withdrawal of Federal troops.
LEGAL SUPREME COURT 1896 Plessy v. Ferguson “Separate and Unequal” ORGANIZATIONS KKK (fear) both in the North and South ACADEMY Science of Social Darwinism, IQ Testing Movement LEGAL STATE LAWS Jim Crow State and Local Governments (laws and
regulations that limited rights, and voting [used literacy tests and poll taxes] for free Black males)
SOCIAL PRACTICES Jim Crow Customs ECONOMY Limited Economic Power for Blacks Employment Structure: share
cropping, low wage jobs, restrictions on work based on race CLASS High Levels of Poverty among former slaves SCHOOLS: Poorly funded, limited number of High Schools, 17 states plus D.C.
had some form of forced legal segregation
IDEOLOGY of 19th & 20th Centuries 1850-1950 Shared beliefs and values of the white majority
Genetic Inferiority Social Darwinism IQ Testing-Inherited Intelligence, Social Darwinism Traditions of Racism White Supremacy Separate but “equal” Meritocracy
NATIONAL PROBLEMLEGAL SCHOOL SEGREGATION in 1950Prohibited (light mix, dots) No legislation (white) Required (dark) Local option (dark mix, slants)
CONSTITUTIONAL EQUALITYCONSTITUTIONAL EQUALITYEqual access to schools today is based on the 14Equal access to schools today is based on the 14thth Amendment. But why did it fail to protect Amendment. But why did it fail to protect people prior to Brown?people prior to Brown?
14th Amendment passed in 1868 Section 1. All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the state wherein they reside. No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws. WHY?
Question: Why did the 14th amendment fail to protect the rights of African Americans and other minorities?
How was the 14How was the 14thth Amendment interpreted by Amendment interpreted by states and states and localities?localities?
States continued to set laws, and the Federal States continued to set laws, and the Federal government did not interfere. The 14government did not interfere. The 14thth amendment was amendment was defined narrowly by the courts. defined narrowly by the courts. Plessy v. Ferguson Plessy v. Ferguson virtually virtually nullified the 14nullified the 14th th amendment. Examples of court cases and amendment. Examples of court cases and laws that affirm it was weak.laws that affirm it was weak.
The law did not impact The law did not impact socialsocial customs. customs.
How did the court play a role? How did the court play a role? Supported states until the 1940s.Supported states until the 1940s.
Supreme Court Plessy v. FergusonAnderson, p. 22
1896 Plessy boarded a train and sat the in car designated for whites only. The court found that as long as he could ride the train, the state had the right to tell him where to sit, even though accommodations for African American passengers were inferior to the cars for white passengers. The picture is a caricature of African Americans, but not a likeness of Plessy, who was 1/8 African American and light skinned.
SUPREME COURT DECISION (5 TO 4) NULLIFIED THE EQUAL PROTECTION CLAUSE of the 14th Amendment
ALLOWED SEPARATE AND UNEQUAL
What were the consequences of Plessy for schools? 1898 STATE COURT OF GEORGIA COMPLICIT in discrimination (Anderson, p. 26)
Cumming v. Richmond (1899) In 1898, Richmond County closed its only
High School in the state for Black students, and used the funds for elementary schools
SUPPORTED HIGH SCHOOLS FOR WHITE STUDENTS
Court ruled the closing was not discrimination, but based on trying to best serve the African American community.
1945 first public high school funded in this county in Georgia for African American students since 1898.
EDUCATIONAL REGRESSSeparate and UnequalCourts would not uphold equal schools
The legacy of Plessy v. Ferguson touches several generations of African Americans who do not have access to a high school education.
In 1916, Mississippi, South Carolina, Louisiana, and North Carolina had no public high schools for African Americans.
True or False?
1945 in the South, 77% African Americans of high school age were not enrolled in high school.
EDUCATIONAL OPPORTUNITIESWERE LIMITED, CONTROLLED BY THE STATES (See Anderson pp. 23, 26, 28-29)
In Mississippi: 1890s To prevent Blacks from voting--poll taxes and
literacy tests for voting POLITICAL 1890 35% state school funds spent on black students who
represented 60% of the school aged population 1940 REDUCED TO 13% state funds spent on black
students who represented 57% of the school aged population
1940 half of the public schools for black children met in privately owned structures (double taxation) ECONOMIC
1960 80% of Mississippi’s black population had completed less than 9 years of school (Anderson)
WORLD EVENTS THAT MOVE AMERICAN SOCIETY TOWARD CHANGE JUST PRIOR TO BROWN V. BOARD OF EDUCATION
World War II A segregated Army
After the War, Truman Desegregated Armed Forces. Black veterans’ held high expectations
of freedom after fighting to defend freedom in the world.
Integration in Major League Baseball 1947
Cold War with Soviet Union—accused US of hypocrisy
What effect did World War II have on the attitude of the country and the world about US practices of segregation?
1 million African Americans served in World War II.
Over 500,000 of these served overseas in a segregated armed forces.
Medgar EversWorld War II VeteranReturned to Mississippiand wanted to Vote.
But when he and some other black ex-servicemen attempted to vote, a white mob stopped them.
"All we wanted to be was ordinary citizens,“
Evers later related. "We fought during the war for America, Mississippi included. Now, after the Germans and Japanese hadn't killed us, it looked as though the white Mississippians would. . . ."
After returning home from World War II, veteran Medgar Evers decided to vote in a Mississippi election.
Professor Anderson regards Brown as a WATERSHED moment. The Supreme Court committed to equality. But he also addresses other failures of the Brown decision.
Eyes on the Prize Awakenings in 1954-1956http://www.youtube.com/watch?v=2sy2r3q7ZfE
8:40 minutes
Brown v. Board of Education (1954)
Why did Oliver Brown sue on behalf of his daughter Linda for admission to her neighborhood school if as a moderate state (Kansas) Topeka schools were equal in teachers’ salaries, curriculum, and the most basic facilities?
BROWN CASEOrganized by NAACPOliver Brown filed suit on behalf of his daughter Linda (3rd Grade)
What did segregation mean? Forced busing, forced
separation
Who were the plaintiffs? Linda Brown and 12 others in
Topeka, and similar cases in Delaware, Virginia,
South Carolina, Kansas, and District of Columbia.
http://www.youtube.com/watch?v=TTGHLdr-iak
5 minutes PBS
How did the Cold War rhetoric impact the Federal perspective about urging a positive decision in the Brown Case?
Discuss and come up with some ideas to share.
CHANGE World War II raised concerns about race relations in US, the meaning of freedom and equality.
During the Cold War, USSR points to our hypocrisy—what does freedom mean in a country that segregates by law?
BROWN CASE
KANSAS WAS A MODERATE STATE Topeka schools were equal in teachers’ salaries, curriculum, and the most basic facilities.
OTHER STATES Poorly funded schools in Delaware, Virginia, South Carolina, Kansas, and District of Columbia.
NOT SEEKING JUST EQULAIZATION, STRIKE DOWN FORCED SEGREGATION
Linda Brown
1954 Education is perhaps the most important function of state and local governments.“ —Chief Justice Earl Warren, May 1954http://www.youtube.com/watch?v=TTGHLdr-iak 5 minutes PBS
What is the ESSENCE OF THE BROWN DECISION? “We conclude that, in the field of public education, the
doctrine of "separate but equal" has no place. Separate educational facilities are inherently unequal.”
Separation is a mark of inferiority
NAACP and Families INTENT was TO END “JIM CROW” custom and laws of segregation and discrimination.Brown overturned Plessy v. Ferguson “separate but equal” law of 1896 Brown ended segregation laws in 17 states and establishedCONSTITUTIONAL EQUALITY
“AWE andRESPECT”High hopes
Write for 1 minute. Assess the meaning of this picture.
How was Brownviewed in thisChicago Defenderpolitical cartoon in
1954?
Those who opposedBrown advocatedGradualism
Claim is: The court is moving too fast.
SO: “No job for a race horse”
BUT: Had there been steady progress in race relations?
Plessy v. FergusonSeparate and “equal”1896 until 1954
Massive Resistance1957 – 1970s
Today Resegregation & Achievement and Opportunity Gaps
ImprovedGraduation RatesBut Still Disparities
Brown 19541860--?Jim Crow Laws and customs of second class citizenship
http://www.youtube.com/watch?v=3LKlvW2LD3s
Edith Gee2004
“No good old days.”
Forced BusingForced Separation
Linda Brown, 3rd grade, was refused admission to a school 6 blocks from her home.
She makes the walk to the bus stop to attend the segregated Monroe school.
Topeka, KansasKansas was a moderate state in the 1950s
Forced segregation in elementary schools, local option in upper grades.
FIRST TIME In local court, a social psychologist argued that forced separation implies inferiority of the segregated group, this can impact ego identity and motivation to learn.
Linda and CherylBrown 1953
Did school segregation cause black children to prefer a white doll over a black doll?
Interview with Kenneth Clark 1988 WGBH
http://www.youtube.com/watch?v=64rSgf0iOhQ&playnext=1&list=PL43D9C89B6A0A3A61
“
Urban Academy, New York A student made film.
“Black Like Me” by high school student Kiri Davis
Reproduces the doll study used in Brown v. Board of Education with kids today.
http://www.youtube.com/watch?v=rjy9q8VekmE
15 out of 21
ANOTHER HEADLINE New York Times headline on May 18, 1954: "A Sociological Decision: Court Founded Its Segregation Ruling On Hearts and Minds Rather Than Laws." James Reston commented that "the Court's opinion reads more like an expert paper on sociology."
Expert witness Kenneth Clarke presented evidence of a doll experiment to showed that Black children thought White dolls more preferable than Black dolls. Court ruled separation harms the hearts and minds of the separated group. (Video resource)
Today, education is perhaps the most important function of state and local governments."—Chief Justice Earl Warren, May 1954
Chief Justice Earl Warren, who justified the significance of education in the Brown decision as being "the very foundation of good citizenship."
“… for the policy of separating the races is usually interpreted as denoting the inferiority of the negro group. A sense of inferiority affects the motivation of a child to learn. Segregation with the sanction of law, therefore, has a tendency to [retard] the educational and mental development of negro children and to deprive them of some of the benefits they would receive in a racial[ly] integrated school system.
We conclude that, in the field of public education, the doctrine of "separate but equal" has no place. Separate educational facilities are inherently unequal.”
ANOTHER REACTION TO BROWN 1954
Thomas Brady, a Mississippi congressman called for the end of public schools.
RESISTANCE TOOK MANY FORMS
“MASSIVE RESISTANCE”
The court addedwith….Brown II1955
DO NOTHING
OR
MASSIVE RESISTANCE
1957-1958 Massive ResistanceState vs. Federal troops
http://www.smithsonianglobalsound.org/trackdetail.aspx?itemid=5541
OUTCOME of BROWN: Some schools desegregated, but the school climate was frequently hostile. Some communities resist ---Massive Resistance http://www.smithsonianglobalsound.org/trackdetail.aspx?itemid=5541http://www.youtube.com/watch?v=HH-eC4LgZT4
1957Little Rock Nine
With protection of Federal Troops, the students attended school in 1957-58.
STATE OF ARKANSAS
My name is Terry Roberts,From Little Rock I come.I went down to the schoolhouse,The place they kept me from.I went down to that schoolhouse,And this is what I saw. . .State troopers with steel helmetsIn the State of Arkansas.
I went up to the troopersAnd said, "Please let me in."And all their guns were pointedAt the color of my skin.They kept me from that schoolhouseWhere I'd be by law.And that's what they call justiceIn the State of Arkansas.
Now his name is Orval Faubus,The governor of the state,He sent his army charging down,Nine kids at the gate.Three hundred National Guard were thereDressed up to fight a war,And that is why I'm late for schoolIn the State of Arkansas.
Oh listen, Mr. Governor,And Mr. President, too.Give me that constitutionThat's what you've got to do.Give me that constitutionI ask for nothing more.Yes, that's what I want to studyIn the State of Arkansas.
I've traveled this wide world over,Some ups and downs I've saw,But I never knew what misery wasTil I hit old Arkansas.
Words: Dave Arkin; Music: State of Arkansas
Melba Pattillo Beals
1957 One of the Little Rock Nine
Warriors Don’t Cry(1994)
Hostility and views of inferiority stand in the wayin diverse schools
What is the difference between a desegregated and integrated school?
DESEGREGATED Students go to school together, but minority students are not comfortable, not treated as equal, nor given the same educational opportunities in the curriculum. What is SECOND GENERATION SEGREGATION? (Spring Ch. 3)
INTEGRATED A mix of minority and white students and equal treatment and similar success for all students.
1958-1959 Massive Resistance Little Rock HS The next year….. “This school is closed by order of the Federal Government” What is wrong with the message on this sign?
MASSIVE RESISTANCE IN VIRGINIA In Prince Edward County schools for Black students were severely under funded. In 1958 schools were ordered to desegregate. Anderson, 32
MASSIVE RESISTANCE IN VIRGINIA In Prince Edward County schools for Black students were severely under funded. In 1958 schools were ordered to desegregate Anderson, 31-32
Is it legal for a school district to close its schools and deny students access to public education?
If the public schools were closed, who do you think would be responsible for getting them reopened?
Schools were closed in Prince Edward County, Virginia to avoid desegregation. How many years were schools closed?
Griffen v. County School Board of Prince Edward County
1959 Prince Edward County shuts down schools NAACP sues Virginia passes a law closing all schools that desegregate
Law struck down in the courts Prince Edward County Board votes to close schools
Opens private academy, gives white students vouchers paid for with state and local public funds
Court strikes down vouchers, but declines to rule on school closings, so system continues.
Virginia Court rules counties are authorized, but not required to provide schools, so system continues.
1964 Supreme Court strikes down the use of vouchers for only a few students, but it also declines to rule on school closings.
Virginia desegregates schools.
Griffen v. County School Board of Prince Edward County
In 1964 the Supreme Court holds that closing the public schools and appropriating public money to support private, segregated education violates the Equal Protection Clause of the Fourteenth Amendment.
What were the consequencesfor Black students?
“Lost generation” February 2003 200 received honorary diplomas(Anderson, 32) Virginia
State of Virginia, Issues regret “…..severely affected the education of
African American students, wounding the human spirit, and ultimately contributing to job and home losses, family displacements and separation, and a deep sense of despair within the African American community.”
Awarded “honorary” diplomas Scholarship fund for GED or to support
college attendance today.
EDITH GEE
There is “A Tale of Two Browns” “AWE AND RESPECT” and “A TROUBLED LEGACY”
Derrick Bell asks “How could a decision that promised so much and, by its terms, accomplished so little?” (Anderson,14-15)
The most famous court case in US schoolingBROWN V. BOARD OF EDUCATIONOutcome? Two ways of viewing this case.
Professor James Anderson“A Tale of Two Browns” and“The Historical Context for Understanding the Test Score Gap”
First Tale: A Landmark in DemocracyIn a nation deeply conflicted about equality (see the history
of the battle over voting in D.C. , backlash against equal rights--Sumner’s lost campaign for naturalized citizenship, Sumner’s lost campaign on 1875 Civil Rights act, Supreme Court decisions 1873, 1896 narrows 14th Amendment.
LANDMARK Overturn Plessy v. Ferguson 1896 (Separate and unequal) constitutional rights for students with disabilities, girls, limited English proficiency, minority students
LANDMARK After 1954 impact felt beyond education—in civil rights, housing, employment, social rights.
Conclusions: Brown brought a reinterpretation of the 14th Amendment. Laws could not separate citizens or be used to provide separate and unequal treatment.
Brown decision led to greater constitutional equality
Institutions and daily life: schooling, housing, busing, employment, etc. Anderson, p. 15,22
BROWN was a bridge to passage of Civil Rights Act of 1964
The 1964 Civil Rights Act made racial discrimination in public places, such as theaters, restaurants and hotels, illegal. It also required employers to provide equal employment opportunities. Projects involving federal funds could now be cut off if there was evidence of discriminated based on color, race or national origin. (See Spring, Chapter 3 for description)
“AWE AND RESPECT” for Brown: CONSTITUTIONAL EQUALITY
LONGTERM IMPACT FOR SCHOOLING -- ADVANCED EDUCATIONAL RIGHTS
For ALL STUDENTS Girls and women, students with disabilities, limited English speaking students, and in the 1990s gay, lesbian and transgendered students.
BUT Educational rights were not automatic: INDIVIDUAL (S) had to SUE and go to COURT—after success in court THEN FEDERAL LEGISLATION followed.
Second Tale: A Doubled-Edged Sword after Brown….
Resistance (Prince Edward County Virginia) School districting used as a strategy to nullify
desegregation efforts (Milliken v. Bradley 1974) Loss of teaching and administrative jobs for Blacks
Those Black teachers who were retained? http://www.pbs.org/onlyateacher/about3.html Brown and 100
Progress in high school attendance and graduation rates Opportunity/Achievement GAP today due to educational
inequalities* see Stanford Chart on Inequalities in US
The history of schooling includes a major struggle for equal education by many different groups of students. Democracy is a work in progress CONTEXTPOLITICAL ECONOMY BACKED BY IDEOLOGY
+ 1868 14th Amendment Should have made all persons equal under the law + - 1885 California affirms public schools for all, but School Board creates separate
schools for Chinese students - 1896 Plessy v. Ferguson --Court ruled in favor of legal segregation - 1899 Cumming Case showed that education did not have to be equal even if separate + 1945 Mendez Case in California struck down segregation for Mexican
American/Latino students + 1954 Brown Jubilation -- will effect practices beyond schools, housing,
transportation, public accommodations. + 1955 Brown II “All deliberate speed” - 1955-1970 DO NOTHING or MASSIVE RESISTANCE -Prince Edward county closes all schools rather than desegregate, Virginia funds
private schools for white students. + 1964 Griffen v. School Board of Prince Edward County + 1964 Civil Rights Act, prohibited discrimination based on race, ethnicity, and
nationality could withdraw Federal funds. - 1960s-1980s Loss of jobs for Black principals and teachers (Anderson, 29-31)
Negative Effect of Desegregation on Black Teachers and Principles: Unintended Consequences of Brown Anderson, 29-31
Closing of black schools, the loss of black schools as important social and cultural institutions, a source of community pride.
38,000 black teachers lost their jobs in southern and border states between 1954-1964, another 21,515 teachers lost their jobs between 1984-1989.
The number of Black Principals also declined dramatically.
Re-segregation of Today’s Schools http://www.youtube.com/watch?v=3LKlvW2LD3s
May 17, 2009 55th Anniversary of Brown v. Board of EducationWest Charlotte High School, North Carolina 2009
Why does this separation of students occur today? Work together for 2 minutes and develop a list of reasons why.
SUMMARY OF DESEGREGATION AS A RESULT OF BROWN
1950-1960s Little change 1970s-1980s Desegregated schools increase in
number, and reach a peak in the mid-1980s 1990s Schools become more segregated
DISAPPOINTMENT What are the key educational issues of the troubled legacy of Brown?
1. Ethnic/racial disparities in academic achievement then and still today
Concern today about the OPPORTUNITY GAP See Oakes and Lipton reading Unit 1, Chapter 1 “The American Schooling Dilemma” 15-25)
2. Resegregation of public schools, improved in 1980s, decline in 1990s.
3. Wide disparities in public school funding
Anderson“The Historic Context for Test Score Gap”(pages 10-21) What progress has been made? “The High School Completion Gap”
SOME EDUCATION GAPS HAVE BEEN ELIMINATED FOR MINORITY STUDENTS
ACCESS TO HIGH SCHOOL (Still struggle with differences in QUALITY of high schools between suburban, urban and rural districts)
SUBSTANTIVE PROGRESS HAS BEEN MADE IN GRADUATION RATES
HIGHER NATIONAL GRADUATION RATES (Some schools still have VERY high dropout rates)
Anderson, “The Historic Context for Test Score Gap” Recognize some progress. Especially dramatic in the South--
HIGH SCHOOL GRADUATION Advances in high school graduation among
African American students especially in the SOUTH which resisted providing high school access (Anderson, Tale of Two Browns, 29; Anderson “Historical Context” 10-14) 1960 most African Americans obtained at
most an eighth grade education 1970 25 and older, 31% high school
graduates 1997 25-29 year olds 86% high school
graduates
HOW SHOULD WE READ THE TEST SCORE GAP?What’s are the problems? Lack of Increase in National Test Scores (NAEP)
NAEP TrendsNational samples of studentsBlack/ White test score gap
What conclusions does Anderson draw regarding the emphasis on the achievement gap?
Achievement Gap part of a larger issue of limited increases by all students (white and black) on standardized tests.
What do the scores reveal about minority students? Minority students decreased the test score gap in the 1980s,
even though most were served more poorly funded schools.
Black and Latino students made gains in closing the achievement gap over the past 30 years.
Younger minority students have decreased the achievement score gap more than older students. More research needed as to why these gains are not maintained.
What conclusions does Anderson draw regarding the emphasis on the achievement gap, what is missing in the analysis? Lessons of history
Recognition of the progress that was made in the history of education by minority students.
Recognition of the capacity of minority students to achieve with opportunities to learn.
Recognition of the need to draw on the strength of minority communities to help develop successful school reforms.
Attend to QUALITY EDUCATION especially opportunities to learn in schools and needed investments in education.
ANOTHER COMPLICATION IN TEST CIRCUMTANCES Recognition of how test scores and school experiences can be effected by negative stereotypes. STEREOTYPE THREAT
Recent research by Stanford ProfessorClaude Steele (see Anderson, 2004, 20)
Recognition of how test scores and school experiences can be effected by negative stereotypes. STEREOTYPE THREAT
Even among the brightest most talented students.
Negative stereotypes can impact the testing conditions and test strategies of even gifted students.
Stereotyped threat-social psychology http://www.youtube.com/watch?v=nGEUVM6QuMg&feature=related
Offered some solutions:
Low interest loans for STEM teacher education, forgive if teach in needy schools
Provide incentives to teach in needy schools
Reduce emphasis on testing
Smaller class size for struggling students
Stabilize the teaching force, reduce teacher attrition by improved working conditions, support, and > pay.
Plessy v. FergusonSeparate and “equal”1896 until 1954
Massive Resistance1957 – 1970s
Today Resegregation & Achievement and Opportunity Gaps
ImprovedGraduation RatesBut Still Disparities
Brown 19541860--?Jim Crow Laws and customs of second class citizenship
http://www.youtube.com/watch?v=3LKlvW2LD3s
Edith Gee2004
Exam 2, be ready toAnalyze the legacy of Brown v. Board