The Troublesome Legacy of Brown v. Board of Education

Abstract

Purpose: This article reflects on the 60th anniversary of the Brown v. Board of Education Supreme Court decision while discussing the significant lessons learned from this and subsequent court decisions. Argument: In this article, we posit that a fundamentally different conversation surrounding the legacy of Brown is needed if we are to critically understand the past, present, and future of race relations as a backdrop to issues of segregated schooling in this country. Implications: The troublesome legacy of Brown provides a unique opportunity to interrogate why we, as a country, continue to have faith in this particular court decision as a remedy for racial inequality. We invite readers to symbolically "let go" of Brown in order to imagine new possibilities for racial justice, educational opportunity, and social reform.This particular year marks the 60th anniversary of the Brown v. Board of Education court decision of 1954. As with most anniversaries, these occasions provide a unique opportunity for reflection and contemplation. In this Downloaded from López and Burciaga 797 particular case, it allows us to reflect on both the advances and shortcomings surrounding the effects of this landmark court case. To be certain, countless learned organizations, public interest groups, media outlets, academic institutions, and individuals are also seizing the opportunity to reflect on the historical significance of this particular anniversary. Many of them are contemplating the question of whether we have "arrived" as a society with respect to the issues of racism and inequality, while simultaneously providing a space to discuss the barriers and challenges we still face 60 years after the famous decision was handed down by the U.S. Supreme Court.As we started writing, we also began by asking ourselves whether or not we have "arrived" as a society with respect to these broader social issues. Then, in line with our academic training and preparation, we turned to the literature and included interdisciplinary analyses related to pre-and post-Brown legal cases (e.g., Dumas, 2011;Fine, 2004;Haney-López, 1996;San Miguel, 2005). This scholarship helped frame our approach to presenting a more complex legacy of Brown than we currently discuss in our field. After perusing other literature, we quickly realized that many authors had also asked similar questions with respect to Brown's impact; questions such as: What progress have we made since the Brown decision? even the 30th anniversary of Brown (Goodman, 1984). From our perspective, it seemed as though individuals had been asking the same set of questions for well more than 30 years.Not wanting to reproduce the same line of argumentation, we decided to approach our discussion surrounding the historical legacy of Brown somewhat differently. Rather than answering the same questions posed by others, we decided that it would be worthwhile to explore a different set of

STEM(ing) the Tide: A Critical Race Theory Analysis in STEM Education1

“…As a result, society has assigned characteristics to the various socially constructed racial categories (Delgado & Stefancic, 2017;Pulliam, 2017). Through the constructivist side of CRT, resource allocation to white people and nonwhite people rests on the ideology that white people dominant and hold power; therefore, resource allocation is structured so that white people continue to hold power at the expense of nonwhite groups (Ladson-Billings, 2009;L opez, 2006;Pulliam, 2017). This is racism at work.…”

“…Because racism is understood as an ordinary occurrence, it becomes difficult to recognize and address-therefore, racism is often not acknowledged (Delgado & Stefancic, 2017). A critique of liberalism challenges these hegemonic narratives and works to show the self-interests of dominant groups that benefit from traditional liberalism (Bonilla-Silva, 2014;Delgado & Stefancic, 2017;Liu, 2011;L opez & Burciaga, 2014). Traditional liberalism espouses ideas of meritocracy, race neutrality, colorblindness, and equal opportunity.…”

From the Editors: The Opportunity of an Education: Brown’s Legacy and the Education of Leadership

“…Educational practitioners, leaders, and researchers continue to work, investigate, and challenge structures that disenfranchise groups from basic entitlements like quality education. A robust body of research spanning the decades post-Brown informs the education community of the progress and challenges that have persisted in education since the Brown ruling (Abney, 1974;Delpit, 1995;Ethridge, 1979;Fultz, 2004;Haney, 1978;Lopez & Burciaga, 2014;Maylor, 2009;Milner & Howard, 2004;Mohatt & Erickson, 1981;Monroe, 2005;Oakley, Stowell, & Logan, 2009;Tillman, 2004;Wilson, 2015).…”

Examining the Efficacy of Inclusive Practices and its Impact on the Academic Achievement of High School Students with Mild to Moderate Disabilities

“…Practices and mindsets in education were positively influenced by these initiatives; however, despite decades of effort and changes, there is still much work to do. When referring to the lack of initiative to revise and improve legislation, regarding equity, López and Burciaga (2014) insightfully stated, "Very few individuals are willing to part ways with the decision itself, despite its many flaws and failed promises. Simply put: We believe in Brown and we hang onto it dearly like an old teddy bear or precious family heirloom" (p. 807).…”