The Not So Strange Path of Desegregation in America’s Public Schools

Daniel, Philip T. K.

doi:10.2307/j.ctv17260cf.14

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“…Brown was a pivotal Supreme Court decision, facilitating ongoing legislation and policy redress toward equitable opportunities and desegregated schools (Daniel, 2005;Mickelson, 2001). Cases like Brown concentrated on the detrimental effects of segregation on the psyche, and not solely on the physical materials available to students in racially-siloed schools (Wells, Holme, Revilla, & Atanda, 2004).…”

Section: Brown V Board Of Education (1954)mentioning

confidence: 99%

“…As recompense for the closures, the district issued vouchers to enable students to attend private schools, but as these schools remained segregated by race, formal education was ultimately reserved for White children while being denied to Black children (Griffin v. County School Board of Prince Edward County, 1964). The Court held that the school board could not close public schools to perpetuate segregation (Daniel, 2005). When the public schools did reopen, the system had to be restructured to accommodate a nearly all-Black population that had been without any formal schooling for five years.…”

Section: Griffin V County School Board Of Prince Edward County (1964)mentioning

confidence: 99%

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Pigmentation and practice : understanding perceptions of white female teachers within a colorblind racial ideology framework

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Thoreau said, "The question is not what you look at, but what you see." In the world of education, what we don't see--or at least claim not to notice--matters just as much. For non-White children in American schools today, a failure to acknowledge their racial and cultural identity can have lasting impact on academic success. A failure to acknowledge racial and cultural identities can also impede full access to equitable educational opportunities. A well-documented educational achievement gap persists between Black students and White students despite the legally-sanctioned school desegregation of years ago. Because the teacher has great influence over classroom norms and instructional delivery--and recognizing that American teachers are predominantly White and female-- this study seeks to look closely at the perceptions of those teachers with regard to race and education. This dissertation is a qualitative inquiry of multiple case study design. Using the tenets of Colorblind Racial Ideology to construct meaning from teacher viewpoints and experiences, the goal is to facilitate candid conversations about racial diversity and promote the academic success of all students.

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Section: Brown V Board Of Education (1954)mentioning

confidence: 99%

Section: Griffin V County School Board Of Prince Edward County (1964)mentioning

confidence: 99%

Pigmentation and practice : understanding perceptions of white female teachers within a colorblind racial ideology framework

Green¹

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The Not So Strange Path of Desegregation in America’s Public Schools

Cited by 1 publication

References 0 publications

Pigmentation and practice : understanding perceptions of white female teachers within a colorblind racial ideology framework

Pigmentation and practice : understanding perceptions of white female teachers within a colorblind racial ideology framework

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