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Compare And Contrast Detroit Public Schools In The 1950's

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How would an individual feel if their school was integrated? Or had conditions so bad to the point where they can’t focus on their education? Well I’ve been given multiple sources to analyze Detroit Public Schools and schools in the 1950’s to tell you how they dealt with these issues and many others; So, I’ll be comparing and contrasting the two. Both subjects had multiple comparisons and contrasts, but some more than others. Some contrasts between the two would be along the lines of like schools in the 1950’s were segregated, but in today’s society not so much. Schools in the 1950’s were strictly for whites; no other races could integrate those schools. The other non-white children were put into different schools farther away from the ‘’privileged children’’. Meanwhile majority of schools aren’t segregated like they were back then. The quote ‘’ But union officials say conditions have become impossible. Class sizes are sometimes 45 or 50 students per teacher, buildings are literally crumbling... in new budget cuts this month some security guards were let go...” from the ‘’Washington Post’’ supports that buildings are in terrible conditions and another …show more content…

In 1957 there was a group called ‘’The Little Rock Nine’’ and they were a group of African American students who integrated Central High School in Arkansas, which was a predominantly white school. They all would go to this school every day until they were allowed inside, but this took much more than they probably thought. Once they approached the school the angry mob would verbally and sometimes maybe even physically abuse the nine children in and outside of school. So, when they were finally allowed into the school they were really looked down upon. But, that didn’t stop them; They continued to have their right of

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When looking at a picture of such controversy it brings emotions of sadness and anger. When the nine black students tried to attend an all-white school on September 4, 1957, although they had the right, they were denied. Not only were they denied the right from the students but from adults and people of political influence in Arkansas. The Little Rock Nine were part of a major part of the Civil Rights movement. Although we have come a long way we are still faced with some of the same hatred that was shown back

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Encounter in Little Rock Nine In 1957, a group of nine African American students, known as the Little Rock Nine, were enrolled in Little Rock Central High School. In the landmark case Brown v. Board Education, the U.S. Supreme Court case ruled that segregating public high schools was unconstitutional. As a result of the Brown v. Board Education case, the Little Rock Nine forced Americans to explore issues of race, involve the federal government to enforce desegregation, and set a precedent for education equality. The Little Rock Nine crisis was one of the key events of the Civil Right Movement. Local leader of the NAACP, Daisy Bates, recruited nine African American teenagers to enroll at Central High School in Little Rock, Arkansas.

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Education Reality in America “All systems of the society are meant to serve the mind, not the mind to serve the systems,” by Abhijit Naskar. The Rhetorical situation in the essay “Still Separate, Still Unequal: America’s Educational Apartheid” by Jonathan Kozol happens to be the differences in school systems by ethnicity rates. It is interpreted by the speaker that minority races are shown by the government they are not equally important because they have a lack of funding, old school buildings, and only are introduced to the races they see every day unlike the white schools who are introduced to various ethnic groups. The readers would refer to the speaker as passionate about the government making an effort to fix the school

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At the time in which segregation was a law, the door of opportunity was shut and it was African American students who opened it. These students were the Little Rock Nine. When they integrated, segregationists did anything they could to prevent it, even breaking the law. As the Little Rock Nine arduously entered Central High, they had no idea their lives would be turned completely upside down. This flip in their lives allowed them to have a voice.

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From the start of segregation or even slavery, African Americans have been treated differently, without any respect, hatred, and so much more. Many adults and students who have been through so much, but, the bravest of them all were nine of them who had the courage to be the only African Americans at Little Rock High School, an all white school. These students were Melba Pattillo, Ernest Green, Elizabeth Eckford, Minnijean Brown, Terrence Roberts, Carlotta Wall, Jefferson Thomas, Gloria Ray, and Thelma Mothershed. Before the students got enrolled into Little Rock High School, they went to two different schools. Carlotta, Jefferson, and Gloria went to Paul Laurence Dunbar Junior High School in Little Rock, Arkansa.

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Even though the media displayed false information about the 1957 integration of Little Rock Central High School it changed peoples views on segregation. In A Mighty Long Way Little Rock, Arkansas nine African American students wanted to go to a well educated high school but they do not understand why so many people are angered that they are just getting a better education. During the integration of Little Rock Central High School in 1957, the media illuminated certain events and painted an inaccurate or incomplete picture of other events. The media illuminates many important events that show how racist white people are treating black people and showing people in the North who are against segregation and support integration.

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The source has limitations which are: the source did not provide experiences undergone by black students attending a previously all white school. The Little Rock Nine was a primary advancement in the civil rights movement. It

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Still Separate, Still Unequal by Jonathan Kozol I found this article to be very interesting and extremely heartbreaking. Jonathan Kozol paints a vivid and grim picture of predominantly black or Hispanic schools in and around some the largest cities in America. Even in areas where the distribution of races is somewhat equal, Kozol tells us that most white families would rather send their kids by bus to a school where more than half of the students are white. Some schools, like Martin Luther King Jr. high school in New York City, are located purposefully in upper middle class white neighborhoods in hopes to draw in a more diverse selection of children, i.e. more white kids. It seems however, according to Kozol, that this plan not only did not work, but has made it a prime and obvious example of modern segregation in our schools.

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Segregation means setting someone or something apart from other people or things. Segregation in the 1940s may have applied to activities such as eating in a restaurant, drinking from a water fountain, using a public toilet, attending school, riding on a bus, or purchasing a home. Like Vivien Thomas, he was helping Dr. Blalock, but his job title was still “janitor”. Also, Vivien had a hard time finding a home for his family because he was African-American. So, think about all of the other black people trying to find jobs, transportation, and a home.

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The black schools did not receive the same resources as the white schools such as the qualifications of teachers, books, extra-curricular activities and the size of the classrooms. “In March of 1951, eight African American parents sought legal counsel from attorney Louis Redding. At his urging these parents asked state education officials to admit their children to the local Claymont School, they were denied”

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There are many inequalities in the way that black and white public schools were treated in the 1950s. The concept of separate but equal was created in 1896. Public schools were separate but they were almost never equal (Lily Rothman). The quality of students books, teachers, and education was all decided based on the color of their skin. Racism in society has improved greatly since the 1950s, however it would be naive to believe that it no longer exists.

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In 1957, Brown v. Board of Education of Topeka, Kansas’s decision, segregation in public education violated the Fourteen Amendment, but Central High School refused to desegregate their school. Even though various school districts agreed to the court ruling, Little Rock disregarded the board and did not agree to desegregate their schools, but the board came up with a plan called the “Blossom plan” to form integration of Little Rock High despite disputation from Arkansas Governor Orval Faubus. Desegregating Central high encountered a new era of achievement of black folks into the possibility of integrating public schools, and harsh resistance of racial integration. Although nine black students were admitted into Little Rock harsh violence and

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This is about school segregation in 1950.School segregation is when schools don't let black people do what whites can do. Some public schools didn't let kids go in the school, so they had to go to a different school farther away. Black people were not treated equally because they were not the same. They were segregated because they were colored people. Segregation is the worse because blacks or African Americans don't get the right amount of rights.

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School choice programs can be defined as programs that utilize the family’s choice of school separate from the family’s choice of residence. School choice allocates for more schooling options compared to the limited choices due to assignment based off neighborhood. The main research question is how does school choice affect racial segregation. While racial integration remains a significant concern, many people are also concerned with the extent to which students who are challenging to educate, regardless of race, are concentrated in specific schools (Kahlenberg, 2000). The question can also include the effects of school choice programs on segregation through race and classism.

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A. RQ: what is the relationship between school choice and segregation. 1. Data has shown that there is a significant relation of these two phenomenon. B. Thesis: school gives the opportunity and motivation for segregation by way of race, language, etc. ---Lit. Summary: A. Facts: that don’t support me Patterns of re-segregation were “not a charter phenomenon” because “the geographic placement of charter schools practically ensures that they will enroll higher percentages of minorities” and “because serving disadvantaged populations is the stated mission of many charter schools, they seek out locations near disadvantaged populations intentionally.”

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