Goldstein 6 & 7
1896: Separate but equal.
Black schools were of lower quality than white schools, less funded, with older textbooks and fewer athletic facilities. (Goldstein, 111)
1954.Brown v. Board of Education: separate is inherently unequal. School segregation is unconstitutional
"Any desegregation program must contain strong protections for black workers." (Oliver Cox, The Nation)
Black workers could become martyrs to integration. #
Lack of specific requirements allowed white southerners to use racist political tactics and attack veteran black workers. (Goldstein, 111)
"In black schools led by black educators, children are more likely to take pride in themselves and the achievements of their race." (Anna Julia Cooper; Goldstein, 112)
Fear of losing their jobs.
1950s-1960s. Desegregation moved slowly until the Justice Department was given the power to sue schools that resisted integration and black parents were given the right to vote.
NDEA, ESEA & Cardozo Project shape curriculum and instruction.
1970s: White students attending black schools led to more pressure to improve the schools. (Goldstein, 118)
Black schools and teachers were disproportionately closed and dismissed. (Goldstein, 118)
White teachers' expectations of black students were low. Cases of racism and prejudice. (Goldstein, 120-123)
Pygmalion in the Classroom .(Robert Rosenthal, Lenore Jacobson). Teacher's expectations affect achievement. (Goldstein, 137)
Activism. Black parents' voice in schools in the 1960s-1970s. (Goldstein, 138)
1970s: Teaching is the most unionized profession in America (AFT, NEA). (Goldstein, 134)
Unions gain political influence in the late 60s. (Goldstein, 136)
1967: NYC abolishes school board and creates neighborhood community boards elected by parents and major. (Goldstein, 139)
Progressives think unions impede quality schools. (Goldstein, 149)
NAACP, Urban League, SNCC and CORE were pro community control