The Landmark Case of Brown v. Board of Education

Southern etiolateds erected that structure in response to the South's changing demographics. In rural aras, wealthy white landowners exercised feudal-like control over African-Americans even after the Civil War. exactly many freed slaves soon left the farms and created large African-American communities in urban areas, providing a greater opportunity for social mixing. To hamper that, white elites created a much stricter system of control. The South remained commit to white supremacy, whole in a different guise. separationism replaced slavery as the tool of oppression (White, p. 24).

For whites, the end of the slave-master blood necessitated this new structure so as to clearly notify white superiority. The Civil War and resulting Constitutional changes supposedly created affectity, at least in the eyes of the right. To re-establish dominance, whites turned to segregation. As psychologist Kenneth Clark wrote, "racial problems confine not been problems of racial contact.?It is not the sitting conterminous to a white, but the fact that this implies concern status" (Wicker, p. 78).

The absolute Court often aided this process, and next to the Dred Scott case, Plessy v. Ferguson (1896) may have been the Court's most ignominious decision. Plessy involved a Louisiana law that required separate accommodations for whites and melanises on railroad cars. The Court upheld the teaching of "separate but equal," declaring that states had the power to require the "

The Court relied heavily on social scientists such as Clark, who conducted experiments on young children. Clark asked children to pick a doll, black or white. Most African-American children preferred the white doll, booster cable Clark to conclude that segregation had fostered a feeling a self-disgust (Cose, p. 71). Chief Justice Earl Warren wrote that segregation of school children "because of their public life generates a feeling of lower rank as to their status in the community that may affect their hearts and minds in a way unlikely ever to be undone."

Wicker, T. (1996). Tragic bereavement: Racial integration in America. New York: William Morrow and Company.

During the first fractional of the 20th century, African-American leaders attacked "separate but equal" in court, arguing that schools for African-Americans were not equal. This strategy proved so successful that some states, to avoid admitting African-American students, began building schools for blacks that were equal in tangible factors such as size and cost. Indeed, in Brown, the District Court found that the defendant's schools (in Topeka, Kansas) for African-Americans were equal (or getting there). Thus, the self-governing Court finally had to address the issue of whether separate schools were inherently unequal.

separation [of races] in places where they are liable to be brought into contact." For more(prenominal) than half a century, Plessy provided the basis for separation of the races, especially in the South and especially in education.

Such preconceptions are further fueled by books such as The Bell Curve, which claimed that blacks are inherently less intelligent. The authors based their assertion on intelligence testing, a dubious criterion for many reasons. But reservation that claim in a scholarly manner only added to the hurdles faced by African-Americans (and other minorities) in educational settings. One psychologist calls it a "self-fulfilling conviction?a rumor of inferiority that follows minority childr
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