Public school segregation

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Public school segregation refers to the practice of segregating students based on race or other characteristics within public schools. This practice was prevalent in many parts of the United States until the mid-20th century and was supported by laws and court rulings that permitted or even required separate public schools for white and non-white students. These laws and rulings were often justified by the concept of "separate but equal," which held that separate facilities for different races were constitutional as long as they were of equal quality.

Public school segregation had a lasting impact on racial inequality in education. Separate schools for white and non-white students were typically not equal in terms of funding, resources, quality of instruction, and opportunities for advancement. Non-white students were often subjected to inadequate facilities, outdated textbooks, and underqualified teachers. This system of segregation perpetuated racial disparities in academic achievement and limited educational opportunities for non-white students.

The landmark Supreme Court case Brown v. Board of Education in 1954 declared that public school segregation was unconstitutional, ruling that separate educational facilities were inherently unequal. However, desegregation efforts faced significant resistance in many communities, leading to prolonged legal battles and societal unrest. It wasn't until several years later, with the enforcement of court orders and federal actions, that public schools began the process of desegregation.

Although significant progress has been made in desegregating public schools since the mid-20th century, many schools and school districts still face challenges related to racial and economic segregation. Factors such as residential segregation, school district boundaries, and socioeconomic disparities continue to contribute to persistent segregation in public education.

Efforts to address school segregation and promote integration in public schools continue to be a topic of debate and advocacy. Proponents argue that diverse and inclusive school environments benefit all students by promoting cultural understanding, reducing stereotypes, and preparing them for a diverse society. Critics, on the other hand, may express concerns about forced integration, loss of neighborhood schools, and the impact on educational quality.

Overall, public school segregation has had a profound and lasting impact on education and society, highlighting the ongoing need for efforts to promote equitable and inclusive learning environments for all students.

Further reading

Newman M. (2022) "The Catholic Way: The Catholic Diocese of Dallas and Desegregation, 1945 1971", Journal of American Ethnic History, 41(3), pp. 5-36. University of Illinois Press. DOI: 10.5406/19364695.41.3.01

Day J.K. (2014) "The Southern Manifesto: Massive resistance and the fight to preserve segregation", The Southern Manifesto: Massive Resistance and the Fight to Preserve Segregation, 1-241. University Press of Mississippi. DOI: [1]

Webb C. (2010) "Introduction", Massive Resistance: Southern Opposition to the Second Reconstruction, -. Oxford University Press. DOI: 10.1093/acprof:oso/9780195177862.003.0001

Clotfelter C.T. (1999) "Public school segregation in metropolitan areas", Land Economics, 75(4), pp. 487-504. University of Wisconsin Press. DOI: 10.2307/3147061

Mordechay K.; Terbeck F.J. (2023) "Moving Out and Apart: Race, Poverty, and the Suburbanization of Public School Segregation", American Journal of Education, 129(2), pp. 205-235. University of Chicago Press. DOI: 10.1086/723065

Wiegand W.A. (2021) "Race and school librarianship in the jim crow south, 1954 1970: The untold story of carrie coleman robinson as a case study", Library Quarterly, 91(3), pp. 254-268. University of Chicago Press. DOI: 10.1086/714314

Retzlaff R. (2020) "Connecting Public School Segregation with Urban Renewal and Interstate Highway Planning: The Case of Birmingham, Alabama", Journal of Planning History, 19(4), pp. 256-280. SAGE Publications Inc.. DOI: 10.1177/1538513220906386

Richards M.P.; Stroub K.J. (2020) "Measuring segregation in a multiracial era: The impact of federal racial reporting changes on estimates of public school segregation", Teachers College Record, 122(5), pp. 155-170. Teachers College, Columbia University. DOI: [2]

Fiel J.E.; Zhang Y. (2018) "Three Dimensions of Change in School Segregation: A Grade Period Cohort Analysis", Demography, 55(1), pp. 33-58. Springer Science and Business Media, LLC. DOI: 10.1007/s13524-017-0632-9

Zane J.; Jeffries J.L. (2010) "A panther sighting in the pacific northwest : The seattle chapter of the black panther party", On the Ground: The Black Panther Party in Communities across America, 41-95. University Press of Mississippi. DOI: [3]

Glenn W.J. (2011) "A quantitative analysis of the increase in public school segregation in delaware: 1989 2006", Urban Education, 46(4), pp. 719-740. SAGE Publications Inc.. DOI: 10.1177/0042085911400321

Eitle D.; Eitle T.M. (2010) "Public school segregation and juvenile violent crime arrests in metropolitan areas", Sociological Quarterly, 51(3), pp. 436-459. . DOI: 10.1111/j.1533-8525.2010.01181.x

Bonnie R.J.; Robinson M.W. (2009) "Introduction", Law Touched Our Hearts: A Generation Remembers Brown v. Board of Education, 1-7. Vanderbilt University Press. DOI: [4]

Bell S.; Logan J. (2008) "Distributed research and scientific creativity: Accessible data for the social sciences", Lecture Notes in Geoinformation and Cartography, 0(9783540720287), pp. 207-218. Springer Science and Business Media Deutschland GmbH. DOI: 10.1007/978-3-540-72029-4_14

Simon-McWilliams E. (2007) "Federal support for educational research and development: The history of research and development centers and regional educational laboratories", Journal of Negro Education, 76(3), pp. 391-402. . DOI: [5]

Rapp K.E.; Eckes S.E. (2007) "Dispelling the myth of "white Flight": An examination of minority enrollment in charter schools", Educational Policy, 21(4), pp. 615-661. SAGE Publications Inc.. DOI: 10.1177/0895904806290123

Tolsdorf P. (2005) "If separate, then at least equal: Rethinking Brown v. Board of Education and de facto public school segregation", George Washington Law Review, 73(3), pp. 668-692. . DOI: [6]