Editing Sanctioned school segregation

===== Date and country of first publication<ref>Date and country of first publication as informed by the Scopus database (December 2023).</ref>===== 
1997<br>
United States
===== Definition ===== 

Sanctioned school segregation refers to the legally and socially enforced practice of separating students based on their race or ethnicity in public schools. This term is commonly associated with the system of racial segregation that was prevalent in the United States until the mid-20th century.

During this period, racial laws known as Jim Crow laws were introduced in many states, which enforced segregated schools and other public facilities. These laws were based on the principle of "separate but equal," meaning that while facilities for different races were separate, they were supposed to be equal in quality. However, in reality, facilities for Black students were vastly inferior to those for white students, further perpetuating racial inequality.

The landmark case of Brown v. Board of Education in 1954 was a critical turning point in ending sanctioned school segregation in the United States. The Supreme Court declared that racially segregated schools were inherently unequal, overturning the notion of "separate but equal." This ruling paved the way for desegregation efforts, though their implementation faced significant resistance and challenges in many parts of the country.

Today, sanctioned school segregation is illegal in the United States under the provisions of the Civil Rights Act of 1964 and subsequent court decisions. However, despite these legal changes, patterns of de facto segregation still persist in many areas due to socioeconomic disparities and residential segregation. Efforts to address these issues and promote educational equity remain ongoing.
==See also== 
==References== 
==Notes== 
<references /> 
{{NoteAI}} 
==Sanctioned school segregation appears in the following literature== 

Bristol T.J., Martin-Fernandez J. (2019). The Added Value of Latinx and Black Teachers for Latinx and Black Students: Implications for Policy. ''Policy Insights from the Behavioral and Brain Sciences'', ''6''(2), 147-153. SAGE Publications Ltd.https://doi.org/10.1177/2372732219862573