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Author: M. Christopher Brown II
Publisher: Bloomsbury Publishing USA
ISBN: 0313005923
Category : Education
Languages : en
Pages : 190
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Book Description
In 1954, the United States Supreme Court's ruling in Brown v. Board of Education Topeka (347 U.S. 483) overturned the prevailing doctrine of separate but equal introduced by Plessy v. Ferguson (163 U.S. 537) fifty-eight years prior. By the time Brown was decided, many states had created dual collegiate structures of public education, most of which operated exclusively for Caucasians in one system and African Americans in the other. Although Brown focused national attention on desegregation in primary and secondary public education, the issue of disestablishing dual systems of public higher education would come to the forefront two years later in Florida ex rel. Hawkins v. Board of Control (350 U.S. 413 [1956]). However, the pressure to dismantle dual systems of public education was not extended to higher education until the passage of the Civil Rights Act of 1964. Despite Title VI of this Act, which stated that No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, or be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance, nineteen states continued to operate dual systems of public higher education. The Quest to Define Collegiate Desegregation explores the evolution of the legal standard for collegiate desegregation after Adams v. Richardson (351 F2d 636 [D.C. Cir. 1972]).
Author: M. Christopher Brown II
Publisher: Bloomsbury Publishing USA
ISBN: 0313005923
Category : Education
Languages : en
Pages : 190
Get Book Here
Book Description
In 1954, the United States Supreme Court's ruling in Brown v. Board of Education Topeka (347 U.S. 483) overturned the prevailing doctrine of separate but equal introduced by Plessy v. Ferguson (163 U.S. 537) fifty-eight years prior. By the time Brown was decided, many states had created dual collegiate structures of public education, most of which operated exclusively for Caucasians in one system and African Americans in the other. Although Brown focused national attention on desegregation in primary and secondary public education, the issue of disestablishing dual systems of public higher education would come to the forefront two years later in Florida ex rel. Hawkins v. Board of Control (350 U.S. 413 [1956]). However, the pressure to dismantle dual systems of public education was not extended to higher education until the passage of the Civil Rights Act of 1964. Despite Title VI of this Act, which stated that No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, or be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance, nineteen states continued to operate dual systems of public higher education. The Quest to Define Collegiate Desegregation explores the evolution of the legal standard for collegiate desegregation after Adams v. Richardson (351 F2d 636 [D.C. Cir. 1972]).
Author: M. Christopher Brown
Publisher: Praeger
ISBN:
Category : Education
Languages : en
Pages : 200
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Book Description
Annotation. This book explores the evolution of the legal standard for collegiate compliance with Title VI of the Civil Rights Act of 1964 since 1990. Utilizing legal hermeneutics, the legal opinions of the major court rulings in the nineteen southern and border states are interpreted and analyzed, and a legal definition of desegregation emerges. This history of Title VI litigation in higher education reinterprets and elucidates the original intentions of "compliance." It also chronicles the excessive entanglement between the administrative branch of government and the federal judiciary branch. A clearer understanding of how higher education desegregation can be achieved emerges in light of the existing crises in public policy. Special emphasis is placed on exploring the definitions of equity and equality in interpreting higher education desegregation compliance goals.
Author: M. Christopher Brown
Publisher:
ISBN:
Category : African American universities and colleges
Languages : en
Pages : 374
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Book Description
Author: Albert Leon Samuels
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 266
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Book Description
In this critique of the liberal perspective on desegregation, Samuels leads readers from the Brown decision to Green v. School Board of New Kent County and on to United States v. Fordice to show how the future of public black universities has been left uncertain at best. For Samuels, economic equality, not segregation, remains the primary obstacle to fully realized citizenship for African Americans. He argues that African Americans' pursuit of equality in higher education can be achieved without defunding programs at these schools and that their funding should be increased in recognition of their role in preserving African American culture.
Author:
Publisher:
ISBN:
Category : African-American universities and colleges
Languages : en
Pages : 24
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Book Description
Author: Merritt James Norvell
Publisher:
ISBN:
Category : College integration
Languages : en
Pages : 766
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Book Description
Author: Carole A. Williams
Publisher:
ISBN:
Category : African American universities and colleges
Languages : en
Pages : 60
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Book Description
Author: United States Commission on Civil Rights
Publisher:
ISBN:
Category : Segregation in education
Languages : en
Pages : 24
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Book Description
Author: Amy Wells
Publisher: Univ of California Press
ISBN: 0520942485
Category : Education
Languages : en
Pages : 369
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Book Description
This is the untold story of a generation that experienced one of the most extraordinary chapters in our nation's history—school desegregation. Many have attempted to define desegregation, which peaked in the late 1970s, as either a success or a failure; surprisingly few have examined the experiences of the students who lived though it. Featuring the voices of blacks, whites, and Latinos who graduated in 1980 from racially diverse schools, Both Sides Now offers a powerful firsthand account of how desegregation affected students—during high school and later in life. Their stories, set in a rich social and historical context, underscore the manifold benefits of school desegregation while providing an essential perspective on the current backlash against it.
Author: John A. Hardin
Publisher: University Press of Kentucky
ISBN: 0813183189
Category : Education
Languages : en
Pages : 214
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Book Description
Kentucky was the last state in the South to introduce racially segregated schools and one of the first to break down racial barriers in higher education. The passage of the infamous Day Law in 1904 forced Berea College to exclude 174 students because of their race. Throughout the 1930s and 1940s black faculty remained unable to attend in-state graduate and professional schools. Like black Americans everywhere who fought overseas during World War II, Kentucky's blacks were increasingly dissatisfied with their second-class educational opportunities. In 1948, they financed litigation to end segregation, and the following year Lyman Johnson sued the University of Kentucky for admission to its doctoral program in history. Civil racism indirectly defined the mission of black higher education through scarce fiscal appropriations from state government. It also promoted a dated 19th-century emphasis on agricultrual and vocational education for African Americans. John Hardin reveals how the history of segregated higher education was shaped by the state's inherent, though sometimes subtle, racism.
