White Working-Class: Unpopular Decisions on Busing & Segregation - Essay Sample

Introduction

The white working-class individuals believe that the decisions made by the judicial system that Busing is a remedy for desegregation are getting unpopular. They do not like all the aspects that relate to segregation because they feel these aspects are biased. This saw them start riots and fights. This saw them remove their children from public schools. President Nixon supported this move by prohibiting Congress from making busing an aspect of segregation (Orfield 1975). This was now an executive attack on segregation. The blacks feel that these attacks were against their rights and their opinions to make decisions. This also affected the education system, and the black individuals feel like their children were not allowed to study in public schools.

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Parents Involved Vs. the Seattle School District

The Seattle school district was able to allow their students to make high school applications within the District because some schools were oversubscribed in cases where most of the students did not make them their first choice. The District came up with a system that could help them in deciding which students could be admitted to schools that were considered fashionable. They also have a second tiebreaker, which is the racial factor that meant to maintain diversity when it came to the difference in the race (Pitre 2009). This saw they come up with a non-profit group in the District, which was owned by the parents. These parents involved in the community schools decided to sue the District because they felt that the racial tiebreaker was violating the equal protection Act of the fourteenth amendment and that of the Civil Rights Act of 1964. The federal District was able to go through the case, dismissed it, and upheld the tiebreaker.

Brown Vs. the Board of Education

Brown vs. the board of education is a case that combines cases under the Supreme Court of 1952, where the Court was able to consolidate all the five cases under one common name. Marshall, in this case, forwards an argument the case in front of the Court, and he can raise various legal problems on the Court of appeal. Brown felt that separate schools for black and white students were wrong and were violating the rights for equality according to the equal protection clause (Ethridge 1979). The Supreme Court was able to realize that they were divided over the issues of justice because most of them wanted to change the Plessy and go back to segregation in public schools, which is unconstitutional.

Nikole Hannah - Jones on School Segregation

Busing, the shipping of government-funded students to end racial segregation, was pushed once again into national discussions. However, while the words of Nikole Hannah Jones on school segregation started a recharged discussion about the subject, Busing itself has been dead for a long time these recent years. Busing is an overwhelming issue (Hannah, 2014). I know this from both my own and expert experience. I additionally realize that the re-segregation of state-funded schools implies separate yet inconsistent open doors for African-American youngsters.

Reflection

At the point when Brown v. Topeka Board of Education, in 1954, evacuated the racial segregation started under Plessy v. Ferguson in 1896, the fight over separation did not end. Initially, the Supreme Court governed segregated state-funded schools were illegal. At that point, in 1955, the Court chose the lesser-realized Brown II case, requiring government-funded schools to desegregate "with speed."

References

Ethridge, S. B. (1979). Impact of the 1954 Brown vs. Topeka Board of Education decision on Black educators. The Negro Educational Review, 30(4), 217.

Hannah-Jones, N. (2014). School segregation, the continuing tragedy of Ferguson. Retrieved February 24, 2017.Orfield, G. (1975). Congress, the President, and Anti-Busing Legislation, 1966-1974. JL & Educ., 4, 81.

Pitre, P. E. (2009). Parents involved in community schools v. Seattle school district no. 1: Policy implications in an era of change. Education and Urban Society, 41(5), 544-561.