scholarly journals School Integration in the New Jim Crow: Opportunity or Oxymoron?

2018 ◽  
Vol 33 (1) ◽  
pp. 257-275 ◽  
Author(s):  
Sonya Douglass Horsford
Keyword(s):  
Critical Race Theory ◽  
Civil Rights ◽  
Jim Crow ◽  
School Desegregation ◽  
School Integration ◽  
Critical Policy Analysis ◽  
Civil Rights Era ◽  
Research Perspectives ◽  
Policy Agendas ◽  
Critical Policy

In this article, I consider the limitations of school integration research that overlooks Black research perspectives, White policy interests, and the paradox of race in the New Jim Crow—America’s system of racial caste in the post–Civil Rights Era. Applying critical race theory as critical policy analysis, I discuss the importance of theorizing race in school integration research and recentering Black citizenship and equality as fundamental goals of school desegregation. I conclude with a call to desegregate the research on school desegregation through critical policy analyses that deconstruct liberal education policy agendas, create new policy knowledge, and reject the institutionalization of Black educational inferiority.

Federal Policy and the Racial Integration of Southern Industry, 1961–1980

1999 ◽  
Vol 11 (2) ◽  
pp. 147-178 ◽  
Author(s):  
Timothy J. Minchin
Keyword(s):  
Civil Rights ◽  
Federal Government ◽  
Civil Rights Movement ◽  
Jim Crow ◽  
Voting Rights ◽  
Racial Violence ◽  
Racial Integration ◽  
Single Issue ◽  
Civil Rights Era ◽  
Federal Intervention

In the last two decades, one of the central debates of civil rights historiography has concerned the role that the federal government played in securing the gains of the civil rights era. Historians have often been critical of the federal government's inaction, pointing out that it was only pressure from the civil rights movement itself that prompted federal action against Jim Crow. Other scholars have studied the civil rights record of the federal government by analyzing a single issue during several administrations. In this vein, there have been studies of the federal government's involvement in areas as diverse as black voting rights and racial violence against civil rights workers. These studies have both recognized the importance of federal intervention and have also been critical of the federal government's belated and half-hearted endorsement of civil rights.

A Chink in the Armor: The Black-Led Struggle for School Desegregation in Arlington, Virginia, and the End of Massive Resistance

2001 ◽  
Vol 13 (3) ◽  
pp. 329-366 ◽  
Author(s):  
James McGrath Morris
Keyword(s):  
Public School ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Black Student ◽  
School Desegregation ◽  
School Integration ◽  
Board Of Education ◽  
Massive Resistance ◽  
Segregated Schools ◽  
White School

As it had for countless other children in Arlington, Virginia, the idyll days of summer had come to end for eleven-year-old Edward Leslie Hamm Jr. on the morning of 5 September 1957. After donning a pair of clean khaki pants and a freshly pressed, short-sleeved white shirt, Hamm was heading back to the classroom along with twenty-one thousand other students in this Northern Virginia community. That alone was enough to put a pit in any child's stomach. But for Hamm the day possessed an added dimension. Instead of riding a bus for forty-five minutes to the Negro school six miles across the county, his parents were dispatching him, along with two other black pupils, to challenge the continued exclusion of blacks from the all-white school, one mile from their isolated exclusively black neighborhood. A full three years after Brown v. Board of Education, not a single black student had yet attended a white public school in Virginia, seen by many observers as the frontline state of resistance to school integration. The three children were nervous and took no comfort in thinking of themselves among a vanguard of the civil rights movement. “I wasn't into an integration thing,” recalled George Tyrone Nelson, who was fourteen at the time and among the trio challenging the segregated schools that day.

Race and Rape Prosecution in US History

2020 ◽  
pp. 57-104
Author(s):  
Matthew Barry Johnson
Keyword(s):  
Sexual Assault ◽  
Civil Rights ◽  
Jim Crow ◽  
Racial Bias ◽  
Civil Rights Era ◽  
Us History ◽  
Rape Law ◽  
History Of ◽  
Black Defendants ◽  
Post Civil Rights

This chapter examines the current disproportion of Black defendants wrongly convicted of sexual assault through a historical lens. It notes the US history of statutorily separate sexual assault penalties based on race of the defendant and victim. Throughout US history the legal definition and societal response to rape (and rape allegations) have been influenced by considerations of race. These considerations were consistently made to the detriment of Black defendants charged with rape. The chapter reviews how race, rape law, and prosecution have been manifested in different historical eras (the period of race-based enslavement, the period of Jim Crow segregation, and the current post–civil rights period) and the mechanisms of racial bias against Black defendants in the post–civil rights era.

Dreaming Blackness: Black Nationalism and African American Public Opinion. By Melanye T. Price

2010 ◽  
Vol 8 (3) ◽  
pp. 897-898
Author(s):  
Robert Gooding-Williams
Keyword(s):  
African American ◽  
Public Opinion ◽  
African Americans ◽  
Civil Rights ◽  
American Politics ◽  
Jim Crow ◽  
Black Nationalism ◽  
Civil Rights Era ◽  
Black President ◽  
Post Civil Rights

This is a timely, engaging, and illuminating study of Black Nationalism. The book's “fundamental project,” Melanye T. Price writes, “is to systematically understand individual Black Nationalism adherence among African Americans in the post-Civil Rights era” (p. 60). Black Nationalism has a long history in African American politics, but with the demise of Jim Crow and the election of our first black president, we may reasonably wonder whether ordinary African American citizens are disposed to endorse it. Price's book is important because it addresses this question head-on, defending the thesis that a renewal of Black Nationalism remains a viable possibility in post-Obama America.

scholarly journals A critical policy analysis of Texas’ Closing the Gaps 2015

2016 ◽  
Vol 24 ◽  
pp. 3 ◽  
Author(s):  
Katherine Cumings Mansfield ◽  
Stefani Leigh Thachik
Keyword(s):  
Critical Race Theory ◽  
Policy Analysis ◽  
School Finance ◽  
Policy Development ◽  
Critical Policy Analysis ◽  
State Education ◽  
Closing The Gaps ◽  
P 16 ◽  
Linguistic Groups ◽  
Critical Policy

This critical policy analysis uses critical race theory to provide a counter narrative to the P-16 initiative in Texas known as Closing the Gaps 2015. Findings indicate that while these reforms aim to increase educational access and achievement for people of color, they fall short of addressing systemic inequities such as enduring segregation and unconstitutional school finance policy. Using Texas as a case study illumines the ways the growing number of P-16 councils throughout the US might adapt and improve policy development and implementation to more adequately address educational inequities across racial, ethnic, and linguistic groups. The article closes with recommendations for Texas’ reiteration of Closing the Gaps 2015, titled 60x30TX, currently in revision to guide state education goals in 2016-2030.

Applying Critical Race Theory as a Tool for Examining the Literacies of Black Immigrant Youth

2020 ◽  
Vol 122 (13) ◽  
pp. 1-24
Author(s):  
Kendra Nalubega-Booker ◽  
Arlette Willis
Keyword(s):  
Second Language ◽  
Critical Race Theory ◽  
Immigrant Students ◽  
Educational Experiences ◽  
Critical Race ◽  
Race Theory ◽  
Critical Policy Analysis ◽  
African Immigrant ◽  
Laws And Policies ◽  
Critical Policy

Background/Context There is a growing body of literature about the educational experiences of students who are African immigrants in U.S. schools. This study looks closely at a Ugandan immigrant's educational experiences in the U.S. as well as the laws and policies that preempted her education. Purpose/Objective/Research Question/Focus of Study The purpose of this study is to examine the disconnect between the rhetoric and practice of second language/bilingual laws in one school district in a Midwestern state, with regard to the experiences of an African immigrant whose has a diverse linguistic background. Research Design This study is crafted through a critical race theory lens and applies critical policy analysis to understand current practices. Using autoethnography, we provide a first-person reflection on the lived experiences of a young African immigrant student and her family. Then, drawing on critical race theory in concert with critical policy analysis, we examine the implementation and practice of second language/bilingual laws and policies in the state of Illinois. Findings/Results We find that the discourse and rhetoric surrounding second language/ bilingual laws and policies on federal, state, and local levels do not align with actual practices in school districts and classrooms. We describe how the lack of coherence between discourse and practice has contributed to delimiting an African immigrant student's access to mainstream language and linguistic education and other academic opportunities. Conclusions/Recommendations We conclude with recommendations to improve bilingual services to speakers of African languages: acknowledge that some African immigrant students possess a diverse linguistic background; address and challenge the dominant attitudes that deprive African immigrant students of a quality educational experience. We call upon administrators and policymakers to evaluate and correct the disconnect between second language/bilingual laws and policies. We recommend that cultural competence be central to second language/bilingual laws and policies throughout the planning and implementation processes.

THE “SICK” RACIST

2016 ◽  
Vol 13 (1) ◽  
pp. 181-203 ◽  
Author(s):  
James M. Thomas ◽  
W. Carson Byrd
Keyword(s):  
Civil Rights ◽  
Social Problem ◽  
Jim Crow ◽  
Pharmacological Interventions ◽  
Civil Rights Era ◽  
Social Actors ◽  
Social Scientific ◽  
Psychiatric Discourse ◽  
Post Civil Rights ◽  
The Relationship

AbstractSince the early 1960s, there has been a movement among activists, scholars, and policymakers to redefine racism as a psychopathological condition, identifiable and treatable through psychotherapeutic and pharmacological interventions. This development reflects, and is reflected by, the popular framing among mass media and ordinary social actors of racism and racist events as individual pathology rather than as a social problem. This shifting perspective on racism, from a social problem and a system to an individual pathology, has increasingly become a part of academic and psychiatric discourse since Jim Crow. In this article, we have two aims: first, to trace the emergence of “psychopathological racism”; second, to illustrate the relationship between “psychopathological racism” and “colorblind racism” in the post-Civil Rights era. We argue that the psychopathological view of racism compliments colorblindness in that larger structural issues are dismissed in favor of individual pathos. Furthermore, psychopathological explanations for racism dismiss socio-political contexts, eschewing the contributions of well over fifty years of social scientific research in the process.

When You Have a Hammer …

2012 ◽  
Vol 9 (2) ◽  
pp. 281-301 ◽  
Author(s):  
Kenneth Prewitt
Keyword(s):  
Nineteenth Century ◽  
Civil Rights ◽  
American History ◽  
Jim Crow ◽  
Genomic Medicine ◽  
Turn Of The Century ◽  
American Mind ◽  
Civil Rights Era ◽  
Race Science ◽  
Census Undercount

AbstractRace statistics and race policy have been intertwined in American history since its founding, starting with the infamous three-fifths clause, continuing with policies based on nineteenth-century race science, the restrictionist immigration at the turn of the century, the Jim Crow regime, and carrying into the civil rights era through such policy concepts as institutional racism, statistical proportionality, disparate impact, and affirmative action. Across this history, the policies and the statistics were about “race,” whether they punished or benefited, were racist or antiracist. But can there be policy that misuses race statistics, that is presented as about race when it should not be? Race statistics are a powerful policy hammer in American history, but not everything is, in fact, a nail. Today the census undercount is argued over as if it is about race; it isn't really. Posing far greater danger, census race categories have worked their way into genomic medicine. The nineteenth-century belief that “race is biological” lingers in the American mind. The use of census categories in genomic medicine risks re-biologizing race. Maybe we should not leave the hammer lying around.

Sign in / Sign up

Export Citation Format

Share Document