Social efficiency theory, as described by Schiro (2013), began in 1913 when Franklin Bobbitt introduced his ideals that educators must use scientific methods to determine the set of objectives students needed to learn in order to grow and function as contributing members of society. Efficiency implies a careful organization and carrying out of educational experiences the learner must learn. In order for that to happen, Bobbitt refers to the creation and use of behavioral objectives by educators. Behavioral objectives use desired learner behaviors outcomes which the educator may observe and assess. As Schiro (2013) points out, the social efficiency theory is one under which “Educators, acting as agents of society, must determine the needs of society and the products [pupils with skills] that fulfill those …show more content…
This insurgence of immigrants brought with it a multitude of languages and cultures. Due to the oppression, they were experiencing, groups such as Irish Catholics, African-Americans, and Native Americans ended up forming their own schools for a time. This segregation widened the divide in the nation, and worried Protestants that social stability was at risk (Spring, 2014, pg. 111). The common schools were in actuality not common for all people. For African-Americans, once they were allowed to have an education they were not welcomed into the common, or public, school. States then allowed for separate schools which segregated the races. The African-American schools were inferior to other schools in resources and educational experiences. Spring (2014) describes the conflict protestant leaders had between wanting to civilize African-Americans through schooling and fearing for their own racial and cultural purity (pg. 121). This conflict ultimately led to the continuity of segregation through much of the nineteenth and twentieth
The second is the concern over segregation and the effect it has on society. Mr. Kozol provides his own socially conscious and very informative view of the issues facing the children and educators in this poverty ravaged neighborhood. Those forces controlling public schools, Kozol points out, are the same ones perpetuating inequity and suffering elsewhere; pedagogic styles and shapes may change, but the basic parameters and purposes remain the same: desensitization, selective information, predetermined "options," indoctrination. In theory, the decision should have meant the end of school segregation, but in fact its legacy has proven far more muddled. While the principle of affirmative action under the trendy code word ''diversity'' has brought unparalleled integration into higher education, the military and corporate America, the sort of local school districts that Brown supposedly addressed have rarely become meaningfully integrated. In some respects, the black poor are more hopelessly concentrated in failing urban schools than ever, cut off not only from whites but from the flourishing black middle class. Kozol describes schools run almost like factories or prisons in grim detail. According to Kozol, US Schools are quite quickly becoming functionally segregated. Kozol lists the demographics of a slew of public schools in the states, named after prominent civil rights activists, whose classrooms are upwards of 97% black and Hispanic — in some cases despite being in neighborhoods that are predominantly white. It has been over 50 years since Brown vs. Board of Education. It is sad to read about the state of things today.
movement of African American students into predominantly white neighborhood schools and the mixing of two separate but legally equal peoples.
Religion also played a role in racial discrimination in the South. According to a writer James Bennet in 1877, to 1920 New Orleans, white Methodist church became concerned about segregation in the South in regards to their church activities and establishment (Barker, 345). Although for the Catholics, they were integrated churches. They became worried about segregation in church activities. On the other hand, Bennet stated, the blacks remained equally with the whites in the church and shared the same mass. The whites disliked the idea and introduced segregation (345). However, for these churches segregation was not a religious issue but a social problem.
African-Americans endured poor academic conditions throughout the entire United States, not just in the south. In Prince Edward County, Virginia, the segregated school had no nurse, lockers, gym or cafeteria. In Clarendon County, South Carolina, buses were not available to the African-American school, but were available to the white schools. In Wilmington, Delaware, no extra curricular activities or buses were offered to the African-American school. In Washington DC, the situation in segregated schools was the same as in the other states, but the textbooks were outdated. (Good, 21-34)
Almost every person who has stepped foot in a college classroom has experienced ethnic diversity within the students in the room. This has not always been the case however. Up until 1954 blacks and whites attended different schools and weren’t allowed the same schooling opportunities. It took a young girl, Linda Brown, and her father, Oliver Brown, as well as many other courageous African American families to stand up to the old law of “separate but equal”, decided in the Plessy vs. Ferguson case in 1892, and fight for equal educational rights for whites and blacks. Even though the Supreme Court decided in favor of the Brown family in 1954, this did not mean that everyone was so eager to accept integration so readily. In fact, right away things hardly changed at all, especially at the higher levels of education. It took a man by the name of James Meredith, the first African American student at the University of Mississippi, to further expand what the Brown’s had started and further break the racial boundaries put around education. Presently school integration has greatly improved but there is still definitely room for improvement. Baldwin was accurate in describing his present day conditions of school segregation in that it was almost a joke and that no “progress” had been made but he was wrong to say that, “the sloppy and fatuous nature of American good will can never be relied upon to deal with hard problems” (Baldwin 336). It is American good will and unity that has brought all races together to improve integration in public schools and although there is still room for improvement everyone’s attitudes have shifted to make schooling improved for all students.
One attempt made to correct this failure was the permanent desegregation of all public schools across the country. In the celebration of the Brown v. Board of Education all public schools were integrated with both races. Before this integration there were all white and all black schools. This was in favor of the idea of “separate but equal”. But, it was proven by the “woeful and systematic under funding of the black schools” things were separate but rarely equal. (Source 9) As a solution to this,it was decided that a fully integrated society began with the nation’s schools. (Source 9) Two years after one of the first integration of schools at Little Rock, Effie Jones Bowers helped desegregate the nearby school, Hall High School. The students were put into an all white school like at Central High School. According to one of the students, they were faced with vio...
In 1636, a Dutch minister Everadus Bogardus brought a teacher to the island of Manhattan in order to teach Dutch and African children how to read and write so that they may be effective members of Christianity. He was the first white settler to take an active intrest in educating African American students both free and enslaved (“The Black Past,” 2016). Others soon followed his lead, and in 1695, Anglican reverend Samuel Thomas opened the first colonial school for African Americans. However, many slave owners refused to send their slaves to school because it was a widespread belief that Christians should not own other Christians, until of course slaves started converting to Christianity, so laws were passed to nullify the previous held belief (“The Black Past,” 2016). In addition, educating African Americans was unpopular because, “…they [slave owners] worried that the slaves would see themselves as their masters’ equal, at least in the eyes of god,” (Reiss, 1997, p. 222). South Carolina even went as far as outlawing the education of slaves in 1740, but schools in other states continued to open in order provide African American children with an education (“The Black Past,”
The separation in implementation led to conditions for African Americans that inclined to be subservient to those given for white Americans, classification of the educational number of financial, educational and social impediments. Primarily the segregation applied to the Southern United States. At the time the Northern segregation was in practiced, there were signs of segregation in mortgage rights enforced by laws, money borrowing from banks, and discrimination in employment, including discriminatory practices in worker’s union for approximately decades.
“How Desegregation Changed Us: The Effects of Racially Mixed Schools on Students and Society” focuses on public schools being desegregated in the late 1970’s and how the students felt when they went into school. For most of the students, this was the first time that they had gone to school with minorities. Racism was not openly discussed in the classroom as to help everyone to get along without issues. Specifically, the class of 1980 has led lives away from the diversity of their youth. Instead, as the article states, “Virtually all of them attend one-race churches or temples and share their closest friends' ethnic or racial backgrounds.” (Wells) Most of the graduates live without any sort of racial diversity, working in environments where minorities are typically not found. Instead, there’s a great deal of staying within a comfortable environment for them. For some, it isn’t intentional to try and keep away from minorities, but rather, there’s several variables that must be taken into consideration. Some feel that it is more important to have better education than to be diverse while others simply don’t get an opportunity to experience change within their community. Nonetheless, it seems as if these citizens want for a diverse society and feel that desegregation was necessary for
Segregation restricted the types of opportunities for members of different racial or ethnic groups to intermingle among themselves. Blacks and whites attended separate schools. Especially in the South, school segregation had been supported de jure (concerning law) for generations. Even when the white schools were closer to their residences, black children were often forced to attend the nearest all-black school. Whereas, in the North segregation was more commonly de facto (concerning fact), and the children attended their neighborhood school, which was in most cases only attended by the race that presided more dominantly in that neighborhood. “If children go to...
Segregation was a terribly unfair law that lasted about a hundred years in the United States. A group of High school students (who striked for better educational conditions) were a big factor in ending segregation in the United States. Even though going on strike for better conditions may have negative impacts, African Americans were not treated equally in education because of segregation and the Jim Crow laws were so unfair and the black schools were in terrible condition compared to the whites’.
In the final decades of the 20th century, education has continued to evolve in order to meet society's demands. The transformation of society has created numerous problems in the educational system. These problems consist of the segregation of races, religions, social classes, and politics. In the earlier part of the 20th century, African-Americans were segregated within schools. They were placed into lower-class school systems with little extra-curricular activities, limited resources, and lower quality teachers.
During this time, the idea of segregation was a very controversial topic among the c...
Though, the rule motivation to desegregate neighborhoods is very difficult by a growing ignorance of the nation’s racial history. It must be talked about improving the social and economic conditions that bring too many students to school unprepared to take advantage of what even the best schools have to offer. There is a strong feeling of racial inequality in today's school systems, which harmfully effects the quality of education that its students receive. A schools potential to give an appropriate education often depends on the viewpoint on racial backgrounds of its students. America's school systems seem to be returning to their past state of segregation. There is an unfortunately small number of minority children who are lucky enough to attend such quality schools but white children defiantly make up the majority of upper class high. “All of them, of course, were white, and desegregation was far from their minds” (Margolick
Education is a vital part of society. It serves the beneficial purpose of educating our children and getting them ready to be productive adults in today's society. But, the social institution of education is not without its problems. Continual efforts to modify and improve the system need to be made, if we are to reap the highest benefits that education has to offer to our children and our society as a whole.