Desegregation Debate

The ch every(prenominal)enge of desegregating trains was brought upon in 1954 by five disassemble judicatory cases, ultimately joined in concert and called Brown v. The Board of Education. Though each case was different, they all rotated around the main melodic line that sequestration itself violated the equal bulwark under the laws guaranteed by the 14th Amendment, and had detrimental psychological effects on Negroes. Segregation was almost always initiated by innocences, and initiated on the basis that cuttings were modest and undesirable. A sense of inferiority affects the motivation of a child to learn.When blacks allowed themselves to necessitate their status at the separate take, the effect on their personalities was perpetually worsened than any problem they might encounter in an integrated school. This instalment became a prominent part of the legal case against segregation (Stephan 9). The biggest argument against desegregation was the perception that blacks we re not as intelligent as exsanguines. Since the Fourteenth Amendment did not guarantee the right to a quality education, if a school chose not to accept them, there was nothing that could be done legally. huge after the separate but equal doctrine became law, it was clear that blacks were thence separate, but they were not equal. Segregation still had a firm retard in the areas of public education, public transportation, hotels and restaurants, hospitals, housing and departments of the United States Government (Stephan 7). An typeface was the case of McLaurin v. Oklahoma Board of Regents of Higher Education in 1950. George McLaurin was admitted on a segregated basis to the graduate school of the University of Oklahoma as a result of a federal district court order.He was required to sit in an anteroom verbotenside of his classes and was given separate tables at the library and cafeteria (Stephan 11). The expenditure disparity between ashen and black children was enormous in som e areas of the country. In the South, the reasonable expenditure for white children was $44. 00, but was only $13. 00 for black children. In Georgia, the figures were $35. 00 versus $6. 00 and in Mississippi, $45. 00 versus $5. 00. Considering the national average per pupil expenditure was $99. 0, it was clear that the school system was separate and odds-on and blacks were not receiving their fair share (Stephan 8).There was also the cost of integration schools to legal specifications. To minimize transportation costs and to accommodate distinctions between the suburbs and the versed city, the people who were supposed to pay those costs were those who lived near the ghetto inside the home(a) city limits. Even though the cost was no more(prenominal) than than than segregation had imposed on middle-class black people, the whites argued that they now had to pay more money in taxes to solve a problem that wasnt their fault.Black children were more likely to attend an inner city s chool and they felt that in return for their taxes they would receive an increase in crime and a light standard of education (Stephan 175). Another major argument regarding desegregation was the point that there was de jure (by law) segregation in the south and de facto (by geography) segregation in the north, with the differentiating cistron being purpose or intent to segregate. (Stephan 91) Every standing court order related to school desegregation was based on the discoveries of de jure segregation, every in the north or south.In each case, the courts found that local school districts and occasionally state educational agencies as well, had systematically carried out policies leading to or reinforcing segregation (Stephan 122). One of the disadvantages of desegregation, however, was the way it destroyed the ethnicity of blacks. opus they were segregated, it was easy for them to maintain their African-American background. Once they became part of an integrated school system, they were forced to conform to white societys views on dress code, religion and behavior.The busing sleep together was considered to be an educational disaster. Whereas previously, black children had been bused long distances to segregated schools, now they were busing white children to integrated schools. It didnt help the minority children and it hurt the middle-class children, creating conflicts where they werent any before. The white middle-class families who felt violated by having blacks being bused into their schools and neighborhoods fostered hostilities. When rioting stone-broke out, it became so serious that the police and National Guard were called in to harbor the black students.In addition, it increased educational costs with the addition of unused buses and the salaries of the drivers, and jeopardized the health and safety of children (Stephan 123). According to the government, the purpose of desegregation was to integrate the tribe with the expectation that rac ially, economically and socially disadvantaged children would benefit and therefore stir their abilities of obtaining the knowledge needed to acquire higher status and better jobs. With all of the factors contributing to the problems of desegregation, it is obvious that the blacks were caught in a no-win situation.They were already considered to be mentally inferior to whites due to the white perception of them during the times of slavery. now they were attempting to increase their intelligence level, but their inferiority was causing them to be excluded from the identical education that whites were receiving. Once they were finally granted rights into the schools, the stress they were experiencing caused even more psychological problems and learning disabilities. During this time, it was forgotten that the major function of schools was and always willing be to educate, and that should never be based on race, religion or color.