Desegregation Debate

The take exception of desegregating schools was brought upon in 1954 by five branch tap cases, ultimately joined together and c whollyed Brown v. The Board of Education. Though each case was different, they all revolved around the main argument that separatism itself violated the be protection under the laws guaranteed by the Fourteenth Amendment, and had detrimental psychological make on Negroes. Segregation was almost invariably initiated by dust coats, and initiated on the terra buckrama that blacks were inferior and undesirable. A sense of inferiority affects the motivation of a minor to learn.When blacks allowed themselves to accept their status at the separate school, the effect on their personalities was endlessly worse than all problem they might encounter in an coordinated school. This element became a prominent part of the legal case against segregation (Stephan 9). The biggest argument against integrating was the perception that blacks were not as intelligen t as whites. Since the Fourteenth Amendment did not guarantee the right to a quality education, if a school chose not to accept them, there was nothing that could be through with(p) legally.Long after the separate but equal doctrine became law, it was garner that blacks were indeed separate, but they were not equal. Segregation still had a firm hold in the areas of public education, public transportation, hotels and restaurants, hospitals, housing and departments of the United States establishment (Stephan 7). An example was the case of McLaurin v. okay Board of Regents of Higher Education in 1950. George McLaurin was admitted on a segregated basis to the graduate school of the University of Oklahoma as a result of a federal district court order.He was required to sit in an anteroom outside of his classes and was prone separate tables at the library and cafeteria (Stephan 11). The economic consumption disparity between white and black children was enormous in some areas of the country. In the South, the average expenditure for white children was $44. 00, but was only $13. 00 for black children. In Georgia, the figures were $35. 00 versus $6. 00 and in Mississippi, $45. 00 versus $5. 00. Considering the issue average per pupil expenditure was $99. 0, it was clear that the school system was separate and unequal and blacks were not receiving their fair share (Stephan 8).There was also the woo of integrating schools to legal specifications. To minimize transportation costs and to accommodate distinctions between the suburbs and the inner city, the people who were supposed to buckle under those costs were those who lived near the ghetto in spite of appearance the inner city limits. Even though the cost was no more than segregation had imposed on middle-class black people, the whites argued that they promptly had to pay more money in taxes to solve a problem that wasnt their fault. filthy children were more likely to attend an inner city school and they felt up that in return for their taxes they would receive an increase in crime and a lower standard of education (Stephan 175). Another major argument regarding desegregation was the fact that there was de jure (by law) segregation in the south and de facto (by geography) segregation in the north, with the differentiating factor being purpose or intent to segregate. (Stephan 91) Every standing(a) court order related to school desegregation was based on the discoveries of de jure segregation, either in the north or south.In each case, the courts be that local school districts and occasionally state educational agencies as well, had consistently carried out policies leading to or reinforcing segregation (Stephan 122). One of the disadvantages of desegregation, however, was the way it unmake the ethnicity of blacks. While they were segregated, it was easy for them to maintain their African-American background. Once they became part of an incorporated school system, they were forced to conform to white societys views on dress code, worship and behavior.The busing issue was considered to be an educational disaster. Whereas previously, black children had been bused long distances to segregated schools, now they were busing white children to coalesced schools. It didnt help the minority children and it hurt the middle-class children, creating conflicts where they werent any before. The white middle-class families who felt violated by having blacks being bused into their schools and neighborhoods fostered hostilities. When debauchery broke out, it became so serious that the police and National Guard were called in to protect the black students.In summing up, it increased educational costs with the addition of new buses and the salaries of the drivers, and jeopardized the health and safety of children (Stephan 123). According to the government, the purpose of desegregation was to integrate the population with the expectation that racially, economically and soc ially disadvantaged children would benefit and because enhance their abilities of obtaining the knowledge needed to acquire higher status and split jobs. With all of the factors contributing to the problems of desegregation, it is obvious that the blacks were caught in a no-win situation.They were already considered to be mentally inferior to whites due to the white perception of them during the quantify of slavery. Now they were attempting to increase their intelligence level, but their inferiority was causing them to be excluded from the same education that whites were receiving. Once they were finally granted rights into the schools, the stress they were experiencing caused unconstipated more psychological problems and learning disabilities. During this time, it was forgotten that the major function of schools was and always will be to educate, and that should never be based on race, trust or color.