The “Intact Busing” Program in 1960s St. Louis Public Schools District

2018 ◽  
Vol 45 (5) ◽  
pp. 908-924
Author(s):  
Claude Weathersby ◽  
Yolanda Weathersby
Keyword(s):  
United States ◽  
Elementary Schools ◽  
Public Schools ◽  
Public School ◽  
School Administrators ◽  
School Desegregation ◽  
The United States ◽  
Board Of Education

Public school desegregation in the United States has come to be characterized and defined by the busing of schoolchildren, which is an activity that has been widely resisted and opposed by the white populace. In the St. Louis Public Schools district, the St. Louis Board of Education and its school administrators utilized its “intact busing” program not to achieve public school desegregation but to perpetuate de facto segregation in the classrooms of its elementary schools.

The Squandered Brilliance of Our Disposable Youth

2021 ◽  
pp. 35-109
Author(s):  
Jim Freeman
Keyword(s):  
United States ◽  
Public Schools ◽  
Public School ◽  
Charter Schools ◽  
The United States ◽  
Corporate America ◽  
Wall Street ◽  
Public School Systems ◽  
Communities Of Color ◽  
The Impact

This chapter addresses the education inequities in the United States, and distinguishes between “public schools” and “charter schools.” Though the chapter recognizes that this is itself controversial, and charter schools have taken to referring themselves as public schools, for the sake of clarity it is important to be able to distinguish between the two. While the charter schools' efforts have been primarily directed at Black and Brown communities thus far, the chapter unveils the school privatizers' ultimate targets, which are set much more broadly than that. It examines the impact of school privatization on public school systems and the harms caused by school privatization in communities of color. The chapter then takes a look at Corporate America and Wall Street, and analyses how they can always profit from new markets and expandable markets. Ultimately, it reveals how the ultra-wealthy maintain education inequities to ensure that there will be millions of poorly educated, low-skill individuals who are essentially forced to accept the low wages to survive.

Of Big Black Bucks and Golden-Haired Little Girls

2018 ◽  
pp. 41-61
Author(s):  
Justin Driver
Keyword(s):  
United States ◽  
Twentieth Century ◽  
Supreme Court ◽  
Black Males ◽  
School Desegregation ◽  
The United States ◽  
Board Of Education ◽  
United States Supreme ◽  
Segregated Schools ◽  
Interracial Sex

This chapter explores how fears and stigma surrounding interracial sex (particularly between black males and white females) rest at the very heart of opposition to Brown v. Board of Education, the United States Supreme Court’s 1954 decision that invalidated racially segregated schools. It is striking that this dimension of Brown—the most celebrated and studied Supreme Court opinion of the twentieth century, and perhaps ever—forms a severely underappreciated part of its legacy. By recovering the anti-miscegenation sentiment that engulfed school desegregation discussions, I hope to demonstrate how an aversion to discussing sexuality prevents fully understanding both Brown and its resistance.

A Survey of Computer Use by Public School Speech-Language Pathologists

1996 ◽  
Vol 27 (1) ◽  
pp. 40-47 ◽  
Author(s):  
Laura Beth McRay ◽  
James L. Fitch
Keyword(s):  
United States ◽  
Public Schools ◽  
Public School ◽  
Computer Use ◽  
The United States ◽  
Computer Applications ◽  
Speech Language Pathologists ◽  
The Public

A questionnaire concerning computer applications was sent to 1,000 public school speech-language pathologists across the United States. Four hundred sixty-seven questionnaires were completed. Included in this article is an analysis of the applications for which computers are being used in the public schools, the types of hardware available, factors that public school speech-language pathologists feel are important in choosing software, and the types and degree of training public school speech-language pathologists have had concerning computer applications.

scholarly journals Ethnic Segregation in Arizona Charter Schools

1999 ◽  
Vol 7 ◽  
pp. 1 ◽  
Author(s):  
Casey D. Cobb ◽  
Gene V Glass
Keyword(s):  
United States ◽  
Public Schools ◽  
Public School ◽  
Charter Schools ◽  
The United States ◽  
Ethnic Segregation ◽  
Ethnic Stratification ◽  
Traditional Public Schools ◽  
Traditional Public School ◽  
Populated Region

Among the criticisms of charter schools is their potential to further stratify schools along ethnic and class lines. This study addressed whether Arizona charter schools are more ethnically segregated than traditional public schools. In 1996-97, Arizona had nearly one in four of all charter schools in the United States. The analysis involved a series of comparisons between the ethnic compositions of adjacent charter and public schools in Arizona's most populated region and its rural towns. This methodology differed from the approach of many evaluations of charter schools and ethnic stratification in that it incorporated the use of geographic maps to compare schools' ethnic make-ups. The ethnic compositions of 55 urban and 57 rural charter schools were inspected relative to their traditional public school neighbors.

Epilogue

Brown Beauty ◽  
2018 ◽  
pp. 261-262
Author(s):  
Laila Haidarali
Keyword(s):  
United States ◽  
African American ◽  
World War Ii ◽  
Public Schools ◽  
African American Women ◽  
The United States ◽  
Board Of Education ◽  
World War ◽  
Short Period ◽  
And Function

This epilogue reemphasizes the arguments in the book. Brown-skin models acquired significant social status as African American women on an expanded global stage between 1945 and 1954—a short but critical period that marked the end of World War II, the hardening lines of Cold War politics, and the significant victory of Brown v. Board of Education that, in 1954, made segregation illegal in public schools. Indeed, during this short period and turning tide, a powerful iconography of beautiful brown women emerged to represent African-descended people in the United States by recasting beauty as a democratic right and function. Brown beauty was formalized, both at home and abroad, as a consumerist symbol of women’s successful negotiation of the trials of race, sex, and womanhood in the postwar nation, still half-segregated.

Common School, Common Religion? A Case Study in Church-State Relations, Cincinnati, 1869–70

1969 ◽  
Vol 38 (2) ◽  
pp. 201-217 ◽  
Author(s):  
Robert Michaelsen
Keyword(s):  
United States ◽  
Public Schools ◽  
Public School ◽  
Church And State ◽  
The United States ◽  
The Public ◽  
Common School ◽  
Church State Relations ◽  
State Relations ◽  
Religious Nature

The history of the public school affords one significant means of discerning the pattern of evolving church-state relations in the United States. This is true because there have been frequent overlappings of the institutions of the church and the state in the public schools. However, the story deals with more than institutional encounter. The first amendment to the Constitution of the United States does not refer to church and state; it speaks of “an establishment of religion“ and of “the free exercise thereof.” In recent years it has become quite clear that under this language the public schools are on shaky grounds constitutionally whenever they engage in any activity of a religious nature. But the public school has always been looked to as the primary institution for instilling what is common and public in national life and thought—the shared memories and aspirations, loyalties and beliefs. Hence the public school has been confronted with the difficult responsibility of passing on the common traditions and even instilling “a common faith” (Dewey), while not engaging in “an establishment of religion.”

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