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Brown v Board of Education impact
Brown v Board of Education impact
Racial Segregation And African Americans
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On May 17, 1954, the Supreme Court ruling of the Brown versus the Board of Education in Topeka, Kansas “was a monumental judicial turning point for [the] nation [as it called for]… the legal framework for racial segregation”1 to be dismantled. This controversial framework was disassembled because it “violates the 14th Amendment to the United States Constitution, which guarantees all citizens equal protection of the laws.”2 Following this ruling, the southern states slowly began to desegregate public schools. Racial tensions between blacks and whites were extremely high preceding this ruling by the Supreme Court; it dated a ways back to the late 19th century.3 The idea of “Negrophobia,” or a fear of black individuals, essentially “swept across the South and much of the nation at the end of [this] century”4 during this time. Many people believed that it was due to the fact “that many whites resented signs of black success and social influence.”5 As years passed, the tensions between these two groups heightened and the inferiority complex displayed by many white citizens continued for a long period of time. Because of this inferiority complex portrayed by the white Americans, segregation slowly began to occur. Public facilities, public washrooms, schools, public transit, and health care facilities were just some of the things that slowly began to become segregated over time.6 Soon, this ideal began to become the “norm,” and racism became normal and accepted among Americans. The racial integration of blacks and whites caused quite the controversy among both groups; they each had different viewpoints due to the fact that racism was accepted and normal for many years. A careful review of private accounts reveals that the African-Ameri...
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...outhern Oral History Program Collection (#4007) in the Southern Oral History Program Collection, Southern Historical Collection, Wilson Library, University of North Carolina at Chapel Hill. Published by Documenting the American South
Oral History Interview with Gloria Register Jeter, December 23, 2000. Interview K-0549. Southern Oral History Program Collection (#4007) in the Southern Oral History Program Collection, Southern Historical Collection, Wilson Library, University of North Carolina at Chapel Hill. Published by Documenting the American South
Oral History Interview with Joanne Peerman, February 24, 2001. Interview K-0557. Southern Oral History Program Collection (#4007) in the Southern Oral History Program Collection, Southern Historical Collection, Wilson Library, University of North Carolina at Chapel Hill. Published by Documenting the American South
What The South Intends. THE CHRISTIAN RECORDERS August 12, 1865, Print. James, Edward, Janet James, and Paul Boyer.
During the four decades following reconstruction, the position of the Negro in America steadily deteriorated. The hopes and aspirations of the freedmen for full citizenship rights were shattered after the federal government betrayed the Negro and restored white supremacist control to the South. Blacks were left at the mercy of ex-slaveholders and former Confederates, as the United States government adopted a laissez-faire policy regarding the “Negro problem” in the South. The era of Jim Crow brought to the American Negro disfranchisement, social, educational, and occupational discrimination, mass mob violence, murder, and lynching. Under a sort of peonage, black people were deprived of their civil and human rights and reduced to a status of quasi-slavery or “second-class” citizenship. Strict legal segregation of public facilities in the southern states was strengthened in 1896 by the Supreme Court’s decision in the Plessy vs. Ferguson case. Racists, northern and southern, proclaimed that the Negro was subhuman, barbaric, immoral, and innately inferior, physically and intellectually, to whites—totally incapable of functioning as an equal in white civilization.
Bergeron, Paul H, Stephen V. Ash, and Jeanette Keith. Tennesseans and Their History. Knoxville: University of Tennessee Press, 1999. Print.
Wright, Contributed By Catherine M. Women during the Civil War. N.p., n.d. Web. 30 Apr. 2017.
Foote, Shelby. The Civil War: A Narrative. Vol. 3, Red River to Appomattox. New York: Random House, 1974. ISBN 0-394-74913-8.
Kyles, Perry L.. "Resistance and Collaboration: Political Strategies within the Afro-Carolinian Slave Community, 1700-1750." The Journal of African History 93: 497-508.
Part of the mythology every schoolchild in the United States learns…is that the colony of Virginia achieved quick prosperity upon the basis of slaves and tobacco. Thus, “the South” is assumed to have existed as an initial settlement, with little change until the cataclysm of the Civil War in 1861.
Before the decision of Brown v. Board of Education, many people accepted school segregation and, in most of the southern states, required segregation. Schools during this time were supposed to uphold the “separate but equal” standard set during the 1896 case of Plessy v. Ferguson; however, most, if not all, of the “black” schools were not comparable to the “white” schools. The resources the “white” schools had available definitely exceed the resources given to “black” schools not only in quantity, but also in quality. Brown v. Board of Education was not the first case that assaulted the public school segregation in the south. The title of the case was shortened from Oliver Brown ET. Al. v. the Board of Education of Topeka Kansas. The official titled included reference to the other twelve cases that were started in the early 1950’s that came from South Carolina, Virginia, Delaware and the District of Columbia. The case carried Oliver Brown’s name because he was the only male parent fighting for integration. The case of Brown v. Board o...
(Lewis, 2006) (cite in text) Tar Heel Junior Historian 45, no. 2 (Spring 2006) copyright North Carolina Museum of History.
In the short story “Everyday Use,” Alice Walker explored the results of the Civil War and the Emancipation Proclamation in African American society during the early 1900s. The “Reconstruction Era” marked a time when the United States, especially African American sects, sought to start over again from the aftermath (PBS, 2004). In the allegorical short story, Dee, or “Wangero,” watches the old family dwelling burn until the last dingy gray board lay in ruin--she showed relief (Walker, 1337).
“The Stono River Rebellion in South Carolina,” in Kennedy, David M. and Thomas A. Bailey. The American Spirit: United States History as Seen by Contemporaries. Vol. I: To 1877. Eleventh Edition. Boston: Houghton Mifflin, 2006
Moberly, K. (2005). Toward the North Star: Eudora Welty's "A Worn Path" and the Slave Narrative Tradition. Mississippi Quarterly, 59(1/2), 107. Ebscohost. Retrieved January 6, 2014 from: http://search.ebscohost.com.proxy-library.ashford.edu/login.aspx?direct=true&db=f5h&AN=26452499&site=eds-live
Saulny, S. Black and White and Married in the Deep South: A Shifting Image. 2011. Class
Imagine a historian, author of an award-winning dissertation and several books. He is an experienced lecturer and respected scholar; he is at the forefront of his field. His research methodology sets the bar for other academicians. He is so highly esteemed, in fact, that an article he has prepared is to be presented to and discussed by the United States’ oldest and largest society of professional historians. These are precisely the circumstances in which Ulrich B. Phillips wrote his 1928 essay, “The Central Theme of Southern History.” In this treatise he set forth a thesis which on its face is not revolutionary: that the cause behind which the South stood unified was not slavery, as such, but white supremacy. Over the course of fourteen elegantly written pages, Phillips advances his thesis with evidence from a variety of primary sources gleaned from his years of research. All of his reasoning and experience add weight to his distillation of Southern history into this one fairly simple idea, an idea so deceptively simple that it invites further study.
The Supreme Court is perhaps most well known for the Brown vs. Board of Education decision in 1954. By declaring that segregation in schools was unconstitutional, Kevern Verney says a ‘direct reversal of the Plessy … ruling’1 58 years earlier was affected. It was Plessy which gave southern states the authority to continue persecuting African-Americans for the next sixty years. The first positive aspect of Brown was was the actual integration of white and black students in schools. Unfortunately, this was not carried out to a suitable degree, with many local authorities feeling no obligation to change the status quo. The Supreme Court did issue a second ruling, the so called Brown 2, in 1955. This forwarded the idea that integration should proceed 'with all deliberate speed', but James T. Patterson tells us even by 1964 ‘only an estimated 1.2% of black children ... attended public schools with white children’2. This demonstrates that, although the Supreme Court was working for Civil Rights, it was still unable to force change. Rathbone agrees, saying the Supreme Court ‘did not do enough to ensure compliance’3. However, Patterson goes on to say that ‘the case did have some impact’4. He explains how the ruling, although often ignored, acted ‘relatively quickly in most of the boarder s...