One of the major social science issues of the recent times school desegregation has always been the subject matter of hot debates and discussions among academicians and educationalists. Many investigations have also been carried out from time to time on such desegregation and its possible effects on achievements of black students. Some of the research works have been so intense that it could usher a new era exploring hitherto unexplored areas in public policy.
Relative importance of the issue to public policies cannot be undermined. While the political history of the relationship between such desegregation and black student achievements are yet not documented, little doubts are left about their importance. Everyone including the federal officials and courts has now come to appreciate the importance of these particular social phenomena.
It all started in the year 1954 with the decision of Supreme Court in Brown v. Board of Education. Three key decisions were involved. It had to turn around earlier ruling about the constitutional permissibility of "separate but equal" for whites and blacks. Secondly, it had to deal with racial inequality in educational institutions. Thirdly; it also decided that the history as well as meaning of the fourteenth amendment was inconclusive.
All these added up to bring out the momentous decision that "separate educational facilities were inherently unequal". It was appreciated that racial inequality plays havoc with the self esteem of children. Resultant sense of inferiority among the black children becomes detrimental to the motivation for learning. Equality in education was understood as providing equal opportunities in education free from racial considerations.
This resulted in reversing the age old theory of "separate but equal" and racism in education. Social science statement was making the identical connections between self esteem and the academic achievements. This also enables the experts to establish and emphasize a casual pattern where countable personality variables resulted in subsequent changes in all types of academic performances.
Brown case made a beginning that marked lower federal courts clearly appreciating that achievement test scores are clear evidence of inequalities in providing educational opportunities to black people. Finally, the scope of judicial remedies in school desegregation was dramatically expanded in the Milliken v Bradley case in 1977 by the Supreme Court.
As a result of this case the academic performance of the black became one of the primary concerns in judicial remedies against segregation offenses.
By Simon Waker Haughtone Relative importance of the issue to public policies cannot be undermined. While the political history of the relationship between such desegregation and black student achievements are yet not documented, little doubts are left about their importance. Everyone including the federal officials and courts has now come to appreciate the importance of these particular social phenomena.
It all started in the year 1954 with the decision of Supreme Court in Brown v. Board of Education. Three key decisions were involved. It had to turn around earlier ruling about the constitutional permissibility of "separate but equal" for whites and blacks. Secondly, it had to deal with racial inequality in educational institutions. Thirdly; it also decided that the history as well as meaning of the fourteenth amendment was inconclusive.
All these added up to bring out the momentous decision that "separate educational facilities were inherently unequal". It was appreciated that racial inequality plays havoc with the self esteem of children. Resultant sense of inferiority among the black children becomes detrimental to the motivation for learning. Equality in education was understood as providing equal opportunities in education free from racial considerations.
This resulted in reversing the age old theory of "separate but equal" and racism in education. Social science statement was making the identical connections between self esteem and the academic achievements. This also enables the experts to establish and emphasize a casual pattern where countable personality variables resulted in subsequent changes in all types of academic performances.
Brown case made a beginning that marked lower federal courts clearly appreciating that achievement test scores are clear evidence of inequalities in providing educational opportunities to black people. Finally, the scope of judicial remedies in school desegregation was dramatically expanded in the Milliken v Bradley case in 1977 by the Supreme Court.
As a result of this case the academic performance of the black became one of the primary concerns in judicial remedies against segregation offenses.
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