“We Never Had a Prom”

2018 ◽  
pp. 146-166
Author(s):  
Natalie G. Adams ◽  
James H. Adams
Keyword(s):  
Public Schools ◽  
Social Integration ◽  
Extracurricular Activities ◽  
White Students ◽  
Racial Politics ◽  
Direct Impact ◽  
Student Government ◽  
Black And White ◽  
Interracial Friendships ◽  
The World

This chapter explores the world of proms, cheerleading, band, pep rallies, homecoming court, and student government, where the racial politics of the day had a direct impact on the lives of students. It analyzes how the micropolitics embedded in extracurricular activities both helped and impeded the loftier goal of reducing prejudice through social integration. For years, segregationists had warned about the dire consequences of “race mixing.” Indeed, the Citizens' Council built its campaign to preserve segregated public schools around predictions that integration of schools would bring about interracial friendships, dating, and marriage, thus the end of “racial integrity” and the dominance of the white race. Therefore, as schools began to desegregate in the late 1960s, at the forefront of everyone's minds was the issue of social integration among black and white students.

North Carolina’s Public Schools: Growth and Local Taxation

1985 ◽  
Vol 9 (3) ◽  
pp. 277-291
Author(s):  
Jonathan B. Pritchett
Keyword(s):  
Public Schools ◽  
State Government ◽  
White Students ◽  
School Boards ◽  
Black Children ◽  
The State ◽  
White Children ◽  
The Public ◽  
Black And White ◽  
White Schools

The Rapid increase in public spending for white schools that occurred in North Carolina after the turn of the century led to a large racial disparity in the amount spent per child by 1910. Previous scholars have attributed this racial difference in school spending to the disfranchisement of the black voter (Margo, 1982). It was argued that once blacks were prevented from voting, the white members of the school boards were able to divert the public funds which were initially allocated for the education of black children. The most widely accepted version of this theory is credited to Horace Mann Bond (1934) who studied education expenditures for black children in Alabama. Bond argued that the governmental level at which schools were financed was important in determining the racial division of public school funds since the white members of the county school boards were particularly inclined to divert the funds allocated by the state government. The state funds which were allocated to the local school boards in Alabama were not required to be shared equally between black and white students. After blacks had been disfranchised, the county school boards responded by allocating a disproportionate share of these state funds for the education of white children.

Borders/Fronteras: Immigrant Students' Worlds in Art

2001 ◽  
Vol 71 (3) ◽  
pp. A1-A17
Author(s):  
Robert Shreefter
Keyword(s):  
North Carolina ◽  
Public Schools ◽  
White Students ◽  
Migrant Workers ◽  
Immigrant Students ◽  
Immigrant Children ◽  
Black And White ◽  
School Demographics ◽  
Children Of Migrant Workers ◽  
Growing Population

In my work as an artist and a writer-in-residence in a number of public schools in Wake and Durham counties in North Carolina, I was struck by changing school demographics and culture. These schools — which had been made up almost exclusively of Black and White students—were experiencing a growing population of immigrant children, mostly children of migrant workers from Mexico, whose families were choosing to settle permanently in the area.

Can Charter Schools Address Racial Inequities Evidenced in Access to the General Education Classroom? A Longitudinal Study in Chicago Public Schools

2018 ◽  
Vol 41 (3) ◽  
pp. 127-138 ◽  
Author(s):  
Federico R. Waitoller ◽  
Daniel M. Maggin
Keyword(s):  
Public Schools ◽  
Charter Schools ◽  
General Education ◽  
Longitudinal Analysis ◽  
White Students ◽  
Least Restrictive Environment ◽  
Chicago Public Schools ◽  
Neighborhood Schools ◽  
Black And White ◽  
Restrictive Environment

This study presents a longitudinal analysis of racial inequities evidenced in placement patterns in the least restrictive environment (LRE). We compared placement trends in neighborhoods and charter schools for Black and White students receiving special education services (SRSES). Drawing from the concept of institutional isomorphism and using a longitudinal analysis of odds ratio, we examined annual school data from 2008 to 2012 on students’ placement in the LRE in Chicago Public Schools (CPS). Our findings indicate that over time charter schools mirror neighborhood schools’ (NS) racial inequities evidenced in access to general education classrooms.

The Theory of Accounting in the Context of Modern Paradigm of Scientific Knowledge

2017 ◽  
pp. 325-334
Author(s):  
Vita Semanyuk
Keyword(s):  
21St Century ◽  
Scientific Knowledge ◽  
Social Aspects ◽  
Modern Theory ◽  
Direct Impact ◽  
Practical Activity ◽  
The World ◽  
World Level

Accounting as a practical activity was being developed during millennia but the final forming of accounting science is impossible without the development of its modern theory, which is correspondent to the requirements of scientific doctrines of the 21st century. The existing theory, in many cases, is not good at all and, in general, it is the set of technical approaches of realization of double record. The results of economic investigations of the world level show the impossibility of modern accounting science to fulfill its functions because of its conservative character and it was not changed during many years. All these investigations have a direct impact on economy and show that the understanding of the basic postulates changes and the stress is made on psychological and social aspects and avoiding of material ruling.

scholarly journals Student Speech and Social Media: The Supreme Court Finally Enters the Fray

Laws ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 19
Author(s):  
Charles J. Russo
Keyword(s):  
Social Media ◽  
Public Schools ◽  
School District ◽  
Supreme Court ◽  
Extracurricular Activities ◽  
The Internet ◽  
Student Speech ◽  
American Military ◽  
The Supreme Court ◽  
Cyber Speech

Tinker v. Des Moines Independent Community School District was a watershed moment involving the First Amendment free speech rights of students in American public schools. In Tinker, the Supreme Court affirmed that absent a reasonable forecast of material and substantial disruption, educators could not discipline students who wore black arm bands to school protesting American military action in Viet Nam. Not surprisingly, litigation continues on the boundaries of student speech, coupled with the extent to which educators can limit expression on the internet, especially social media. As the Justices finally entered the fray over cyber speech, this three-part article begins by reviewing Tinker and other Supreme Court precedent on student expressive activity plus illustrative lower court cases before examining Levy v. Mahanoy Area School District. In Levy, the Court will consider whether educators could discipline a cheerleader, a student engaged in an extracurricular activity, who violated team rules by posting inappropriate off-campus messages on Snapchat. The article then offers policy suggestions for lawyers and educators when working with speech codes applicable to student use of the internet and social media by pupils involved in extracurricular activities.

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