De jure school segregation: Difference between revisions
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Revision as of 17:55, 8 April 2024
Date and country of first publication[1]
2004
United States
Definition
At its current state, this definition has been generated by a Large Language Model (LLM) so far without review by an independent researcher or a member of the curating team of segregation experts that keep the Segregation Wiki online. While we strive for accuracy, we cannot guarantee its reliability, completeness and timeliness. Please use this content with caution and verify information as needed. Also, feel free to improve on the definition as you see fit, including the use of references and other informational resources. We value your input in enhancing the quality and accuracy of the definitions of segregation forms collectively offered in the Segregation Wiki ©.
De jure school segregation refers to the segregation of students in schools that is mandated by law or official policy. This type of segregation was prevalent in the United States during the period of legalized segregation known as the Jim Crow era, when laws were implemented to separate white and black students in schools. De jure school segregation was ruled unconstitutional by the Supreme Court in the landmark case Brown v. Board of Education in 1954.
See also
References
Notes
- ↑ Date and country of first publication as informed by the Scopus database (December 2023).
Further reading
Ramos L.Y. (2004) "Dismantling segregation together: Interconnections between the méndez v. westminster (1946) and brown v. board of education (1954) school segregation cases", Equity and Excellence in Education, 37(3), pp. 247-254. . DOI: [htttp://doi.org/10.1080/10665680490491560 10.1080/10665680490491560]
Scott R. (2005) "Law, social science, federal and state agencies, resurgence of Tabula Rasa, and perpetuation of racial problems", Mankind Quarterly, 46(1), pp. 81-98. Ulster Institute for Social Research. DOI: [htttp://doi.org/ ]
Simpson G.E.; Milton Yinger J. (2017) "Techniques for Reducing Prejudice: Changing the Situation", Psychology and Race, 145-174. Taylor and Francis. DOI: [htttp://doi.org/10.4324/9781315127668-8 10.4324/9781315127668-8]
Jean-Pierre J. (2021) "How African Nova Scotians envision culturally relevant and sustaining pedagogy as civic repair", British Journal of Sociology of Education, 42(8), pp. 1153-1171. Routledge. DOI: [htttp://doi.org/10.1080/01425692.2021.1981247 10.1080/01425692.2021.1981247]