Professional Documents
Culture Documents
Olivia VanSickle SWC 100 Draft 1
Olivia VanSickle SWC 100 Draft 1
SWC 100
Draft 1
Separate and Unequal:
Stalled Enforcement of Equal Education for African Americans
More than 50 years ago, the United States Supreme Court in Brown v. Board of
Education ruled that separate is essentially unequal. The significant phrase of “separate
but equal” categorized the preceding court decision of Plessy v. Ferguson, which
advocated for racial segregation. To a large extent, interracial associations were lead with
motives of segregation in years prior to the Brown v. Board of Education ruling. While it
was easy to assume exponential shifts in the quality of education for Negros was factual,
the plaintiffs in Brown claimed other wise. The argument was that the accommodations,
benefits, and conduct towards African American students were not equivalent to those of
Caucasian. The deficit of standards between black and white schools often went ignored
and obscured by facts that led citizens to believe progression was being made. These
shortfalls deterred African Americans from wanting to pursue and education. It wasn’t
until Brown v. Board of Education that “separate but equal”was proven inadequate, and
segregation was ruled unconstitutional. The construction of laws abolished previous
regulations established in result Plessy v. Ferguson. However, the Court’s only
recommendation was that schools should “with all deliberate speed”end desegregation,
which naturally decelerated the speed of action. Halftruths and delayed action from
White America triggers resistance in academic achievement and drive in African
American students.
Amid the time of Plessy v. Ferguson and Brown v. Board, White America was
doing all it could to convince the country that there was not a discrepancy between
African Americanand Caucasian education. An article published by the New York Times
on March 16th, 1952 titled, “Negro Education in South on Rise,” exposes the lack of
quality for African Americans as a problem that is being quickly and proficiently
resolved. Subtitles within the article such as “Much Progress Reported” or “North
Carolina Shows Gains” are bolded main points scattered through out the article, which
enable immediate judgments to be made. A reader does not have to read the article to
understand its theory, which is that progress is occurring within southern school districts.
The subtitles of this article are key because they are prime examples of the quick
summary that occurs with the given situation. Caucasians comprehend the “separate but
equal” doctrine to mean that even though blacks and whites are estranged, they are equal.
This thought pattern follows with the comprehension of simple subtitles that are
suggestive towards the article’s main topic. The articles author, Dr. Benjamin Fine, takes
great pride in the numbers and facts he produces within his piece. For example Fine
states, “Whatever the underlying reason, the Southern states are going ‘all out’ in an
attempt to raise the standards of Negro education in the public elementary and high
schools,” (Fine, 82) which suggests that he fully believes that remarkable improvement is
being made. However, a response to Dr. Fine’s article was released to the press titled
“Negro Schools Surveyed” is a rebuttal to the previous article. In, "Negro Education in
South on Rise" the central focus is the vast improvement amongst African American
designated schools, while "Negro Schools Surveyed" digs deeper into the facts the Fine
displayed. The difference that Chas H. Thompson (author of "Negro Schools Surveyed")
is exposing is that while there has been improvement, to regard it as remarkable is
incorrect. Thompson includes in his piece numbers and percents that read as positive
improvements, but not knowing the bases of which these percents originated Thompson
argues they, "mean little and are unquestionably misleading" (Thompson, E8). The lack of
books, supplies, and general education that African Americans are receiving, Thompson
believes, is being overlooked and unfortunately glazed over with halftruths. The result is
that the lack of interest in providing black schools with proper materials and staff results
in disinterest in African American students. Statements that only convey part of the truth
such as Fine's article are hard to not categorize as deliberatelydeceiving in order to delay
action. With lingering educational refinement, African American students are easily
influenced and cannot be expected to insulate themselves from racial inequality. Even
after Brown v. Board of Education was enforced, the academic performance of African
Americans continues to lag.
The secret of education lies in respecting the student. African American students
even as individuals were not held in high regard. The standards held for black students
were extremely low, so low that it was not desirable to reach them. In The Sweet Flypaper
of Life by Roy DeCarava and Langston Hughes, is a photograph that displays a young girl
who is lyingon the cement, aimless. The little girl is going nowhere and is contemplating
what to do. Because she is on her stomach, this picture suggests that even if she wanted to
go somewhere, she would have to get on her feet and move. Similar to the stalled girl, is
the halted action of educational equality. The text above the picture reads, "And some
ain't going no place at all" (DeCarava, Hughes, 68) and correlates with the idea that the
picture presents which is that this little girl isn't going anywhere. Because she is youthful,
and with out a parent in this picture, this would suggest that it is a time of day in which
her parents would be working, and she would be at school. However, she is not at school,
but rather she is going nowhere just like educational refinement. Articles like "Negro
Education in South on Rise” give false advertisement to the advancement of education,
which makes it easy to believe that it is true. It is published by a respectable man, in a
respectable newspaper, therefore there is no doubt that it is a reliable source. Even though
there has been change, the rebuttal article argues that the current situation only,
"estimates the progress of Negro education by the depth from which it has come rather
than by the height to which it still has to go" (Thompson, E8). The lack of activity in
creating equal opportunity nonetheless creates rebellious attitudes from black students
because the point of education is easy for them to overlook, especially if everyone in the
country is as well. The picture in The Sweet Flypaper of Life suggests that it is
understandable and acceptable why the little girl is going nowhere, similar to educational
refinement. The motionlessness of the girl is symbolic for the stagnant state of
improvement before Brown v. Board, and especially the judicial activist approach of
interpreting the ruling afterwards. Similar to the affect of an atomic bomb, the viscous
circle that poor education takes within African Americans presents itself as unbreakable.
For example, is the quality of black schools is ignored, than black students feel a sense of
uselessness. If the importance of having well educated, influential black students is not
substantial, then then importance of getting an education will not be valuable for African
Americans. Even after Brown v. Board ruled that separate is unequal, the chain and long
lasting affects of education inequality will still be in affect.
From slavery to segregation, America did not always practice the principles in
which the country was founded on. Actually, it is more common that America fell short of
them. Even if the legal battle against segregation has been won, the community battle still
struggles to continue each day. There is never a wrong time to do the right thing. Racism
is the chain that is forged by lack of knowledge, which keeps man distant. In order to
break the cycle of educational rebellion, one must stop thinking of how to change the
world, and rather think of changing himself.
Works Cited
DeCarava, Roy and Langston Hughes. The Sweet Flypaper of Life. New York: Hill and
Wang, 1955.
Fine, Benjamin. "Negro Education in South on Rise" New York Times.March 16th, 1952.
82.
Thompson, Chas H. "Negro Schools Surveyed" New York Times. April 6th, 1952. E8