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As the United States championed principles of freedom and equality during World War II, it denied fundamental rights to many non-white citizens. In the wake of President Franklin Roosevelt’s “Good Neighbor” policy with Latin America, African American and Mexican American civil rights leaders sought ways to make that policy of respect and mutual obligations apply at home as well as abroad. They argued that a whites-only democracy not only denied constitutional protection to every citizen but also threatened the war effort and FDR’s aims.Neil Foley examines the complex interplay among regional, national, and international politics that plagued the efforts of Mexican Americans and African Americans to find common ground in ending employment discrimination in the defense industries and school segregation in the war years and beyond. Underlying differences in organizational strength, political affiliation, class position, and level of assimilation complicated efforts by Mexican and black Americans to forge strategic alliances in their fight for economic and educational equality. The prospect of interracial cooperation foundered as Mexican American civil rights leaders saw little to gain and much to lose in joining hands with African Americans.Over a half century later, African American and Latino civil rights organizations continue to seek solutions to relevant issues, including the persistence of de facto segregation in our public schools and the widening gap in wealth and income in America. Yet they continue to grapple with the difficulty of forging solidarity across lines of cultural, class, and racial-ethnic difference, a struggle that remains central to contemporary American life.
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Segregation in education --- Law and legislation --- History.
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After twenty-five years of experience and research concerning desegregation, Armor considers where desegregation policy has failed, where it has succeeded, and where it may be headed. Armor shows how he arrived at his conclusions by reviewing major social science studies and drawing on extensive case materials.
Segregation in education --- Law and legislation --- Human rights
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Fifty years after the US Supreme Court ruled that ""separate but equal"" was ""inherently unequal,"" Paul Street argues that little progress has been made to meaningful reform America's schools. In fact, Street considers the racial make-up of today's schools as a state of de facto apartheid. With an eye to historical development of segregated education, Street examines the current state of school funding and investigates disparities in teacher quality, teacher stability, curriculum, classroom supplies, faculties, student-teacher ratios, teacher' expectations for students and students' expec
Segregation in education --- Educational equalization --- African Americans --- Education --- Segregation
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In 1896 the US Supreme Court upheld "equal but separate accommodations for the white and coloured races" on all passenger railways in Louisiana. This account traces the roots of that landmark case in post-Civil War America, focusing on its constitutional, legal and intellectual implications.
Segregation in transportation --- Segregation in education --- Law and legislation --- History.
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Segregation in education --- School integration --- Law and legislation
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Wilkinson's incisive history of the Supreme Court's halting role in integrating education focuses on the two most controversial Supreme Court decisions of this generation and the country's reaction to them.
School integration --- Segregation in education --- History. --- Law and legislation
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In 1987 Judge Russell Clark mandated tax increases to help pay for improvements to the Kansas City, Missouri, School District in an effort to lure white students and quality teachers back to the inner-city district. Yet even after increasing employee salaries and constructing elaborate facilities at a cost of more than 2 billion, the district remained overwhelmingly segregated and student achievement remained far below national averages. Just eight years later the U.S. Supreme Court began reversing these initiatives, signifying a major retreat from Brown v. Board of Education.
Segregation in education - Law and legislation - Missouri - Kansas City. --- Segregation in education -- Law and legislation -- Missouri -- Kansas City. --- Segregation in education - Law and legislation - United States. --- Segregation in education -- Law and legislation -- United States. --- Segregation in education --- Law - U.S. --- Law, Politics & Government --- Law - U.S. - General --- Law and legislation --- Education --- School segregation --- Segregation --- Discrimination in education --- Race relations in school management --- School integration
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Making a Mass Institutiondescribes how Indianapolis, Indiana created a divided and unjust system of high schools over the course of the twentieth century, one that effectively sorted students geographically, economically, and racially. Like most U.S. cities, Indianapolis began its secondary system with a singular, decidedly academic high school, but ended the 1960s with multiple high schools with numerous paths to graduation. Some of the schools were academic, others vocational, and others still for what was eventually called "life adjustment." This system mirrored the multiple forces of mass society that surrounded it, as it became more bureaucratic, more focused on identifying and organizing students based on perceived abilities, and more anxious about teaching conformity to middle-class values. By highlighting the experiences of the students themselves and the formation of a distinct, school-centered youth culture, Kyle P. Steele argues that high school, as it evolved into a mass institution, was never fully the domain of policy elites, school boards and administrators, or students, but a complicated and ever-changing contested meeting place of all three.
Education, Secondary --- High Schools --- Segregation In Education --- Indianapolis (Ind.) --- Education --- Social Science --- History --- Education, secondary --- High schools --- Segregation in education --- Indianapolis (ind.) --- Social science
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