School desegregation in the United States and problems with this issue as a pervasive part of social discourse
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published 17/06/2008
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SummaryBoston’s Mess 1974-1978
Research on the process of school desegregation in the United States reveals that even though notable steps were taken after the Brown v Board of Education (1954) ruling to reduce segregation, problems with this issue remained a pervasive part of social discourse. For instance, Cozens (1998) notes that all across the US, the segregation that occurred in schools was reflective of the segregation that occurred in the larger context of society. With respect to Boston, Cozens reports, “As America moved to integrate its schools in the mid-1900s, Boston, like many Northern cities, struggled with segregated housing patterns. Because students were assigned to schools based on where they lived, schools in primarily white areas…had a mostly white student body, while schools in black areas…were overwhelmingly black” (Background). What this effectively suggests is that just because the Supreme Court had ruled in favor of school desegregation, there were no effective means in place to ensure that this outcome would be achieved.
Cozens goes on to note that when the Supreme Court made its ruling in the Brown case, it specifically outlawed the de jure segregation. Under this type of segregation, whites and blacks were forbidden to go to the same school, even if they lived in the same district.
Research on the process of school desegregation in the United States reveals that even though notable steps were taken after the Brown v Board of Education (1954) ruling to reduce segregation, problems with this issue remained a pervasive part of social discourse. For instance, Cozens (1998) notes that all across the US, the segregation that occurred in schools was reflective of the segregation that occurred in the larger context of society. With respect to Boston, Cozens reports, “As America moved to integrate its schools in the mid-1900s, Boston, like many Northern cities, struggled with segregated housing patterns. Because students were assigned to schools based on where they lived, schools in primarily white areas…had a mostly white student body, while schools in black areas…were overwhelmingly black” (Background). What this effectively suggests is that just because the Supreme Court had ruled in favor of school desegregation, there were no effective means in place to ensure that this outcome would be achieved.
Cozens goes on to note that when the Supreme Court made its ruling in the Brown case, it specifically outlawed the de jure segregation. Under this type of segregation, whites and blacks were forbidden to go to the same school, even if they lived in the same district.
Table of Contents
- Cozens goes on to note that when the Supreme Court made its ruling in the Brown case, it specifically outlawed the de jure segregation.
- In order to fully integrate the schools in Boston, students from predominant black neighborhoods were bussed to schools in white neighborhoods.
- In an effort to further resolve the problems created under phase one of desegregation, phase two was developed.
- Overall, this appears to be a critical issue for laymen to truly understand the barriers that face African Americans when it comes to social justice.
- Although the issue of school desegregation is one that has been effectively managed in large urban areas, the reality is that in many rural communities, segregation in public schools still persists.
- What the current situation clearly reflects is that the socioeconomic status of whites versus African Americans remains a persistent issue for the development of public education.
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