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Brown V. Board (brown + v._board)
Selected AbstractsThe Benefits of Diversity in Education for Democratic CitizenshipJOURNAL OF SOCIAL ISSUES, Issue 1 2004Patricia Gurin The social science statement in Brown v. Board of Education (1954) stressed that desegregation would benefit both African American and White children. Eventually, it was recognized that integration, rather than mere desegregation, was important for benefits to be realized. A parallel argument is made in the legal cases concerning affirmative action in higher education: educational benefits of diversity depend on curricular and co-curricular experience with diverse peers, not merely on their co-existence in the same institution (Gurin, P., 1999, Gurin, Dey, Hurtado, & Gurin, 2002). Positive benefits of diversity were demonstrated in a study comparing students in a curricular diversity program with students in a matched control group (n = 174), and in a longitudinal survey of University of Michigan students (n = 1670). [source] Developing a More Inclusive Social Identity: An Elementary School InterventionJOURNAL OF SOCIAL ISSUES, Issue 1 2004Melissa A. Houlette School integration, stimulated by the 1954 Brown v. Board of Educationdecision, has influenced students' social and educational experiences. Drawing on practice and theory, we focus on strategies for improving intergroup relations. In a series of sessions over four-weeks, 830 first and second grade children participated in Green Circle program activities designed to widen their circles of inclusion to include people who are different from themselves. Although the intervention did not influence children's biases in sharing or how happy they would be playing with others who were different from themselves based on race, sex, and weight, it did lead them to be more inclusive in selecting their most preferred playmate. Implications for friendship development and improvement in intergroup attitudes are considered. He drew a circle that shut me out- Heretic, rebel, a thing to flout. But love and I had the wit to win- We drew a circle that took him in. ,Edwin Markham (1936, p. 67) [source] The Battle over Brown's LegitimacyJOURNAL OF SUPREME COURT HISTORY, Issue 1 2003Jeffrey D. Hockett Constitutional scholars have given few Supreme Court rulings the attention that they have lavished upon the celebrated decision in Brown v. Board of Education. Yet the literature of public law is surprisingly unedifying with regard to the process by which the desegregation decision achieved iconic status in American legal culture. Scholarly inattentiveness to the history of Brown's reputation is startling, given that southern politicians were not the only persons in 1954 to characterize the decision as a manifest instance of judicial legislation. Even persons sympathetic to desegregation conceded that the Justices had circumvented traditional legal constraints in rendering Brown. In the years immediately following the ruling, some scholars appealed to the notion of a "living Constitution" to defend Brown against charges that it conflicted with the original understanding of the Fourteenth Amendment and with the "separate but equal" doctrine that the Court had established in Plessy v. Ferguson. But critics, some of whom even accepted the concept of the "living Constitution," also challenged the Court's reading of social fact,that is, its claims regarding the inherent inequality of segregated schools,which supposedly justified judicial recognition of a right that conflicted with precedent and with the intentions of the Framers of the Equal Protection Clause. [source] Inez Beverly Prosser and the education of African AmericansJOURNAL OF THE HISTORY OF THE BEHAVIORAL SCIENCES, Issue 1 2005Ludy T. Benjamin Jr. Inez Beverly Prosser (ca. 1895,1934) was arguably the first African American woman to earn a doctorate in psychology. Her dissertation, completed in 1933, examined personality differences in black children attending either voluntarily segregated or integrated schools and concluded that black children were better served in segregated schools. This research was one of several studies in the 1920s and 1930s that was part of the debate on segregated schools as maintained in the United States under the "separate but equal" doctrine of Plessy v. Ferguson (1896). This article examines the life and career of Prosser in the context of educational barriers and opportunities for African Americans in the early part of the twentieth century and explores the arguments that pitted African Americans against one another in determining how best to educate black children, arguments that eventually led to the desegregation decision of Brown v. Board of Education (1954). © 2005 Wiley Periodicals, Inc. [source] Science for Segregation: Race, Law, and the Case against Brown v. Board of Education , By John P. Jackson Jr.THE HISTORIAN, Issue 2 2007John David Smith No abstract is available for this article. [source] | |||||||||||||