Shadows of "Plessy v. Ferguson": The Dichotomy of Progress toward Educational Equity since 1954

Autor/inn/en	Ashford-Hanserd, Shetay; Springer, Stephen B.; Hayton, Mary-Patricia; Williams, Kelly E.
Titel	Shadows of "Plessy v. Ferguson": The Dichotomy of Progress toward Educational Equity since 1954
Quelle	In: Journal of Negro Education, 89 (2020) 4, S.410-422 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Court Litigation; Desegregation Litigation; School Desegregation; Equal Education; Public Education; Educational Theories; African American Students; Access to Education; Racial Discrimination; Educational Quality; Elementary Secondary Education; Power Structure; Racial Bias; Achievement Gap + Suchen Sie Ihr Suchwort? Rechtsstreit; Integrative Schule; Öffentliche Erziehung; Educational theory; Theory of education; Bildungstheorie; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Education; Access; Bildung; Zugang; Bildungszugang; Racial bias; Rassismus; Quality of education; Bildungsqualität; Racial discrimination
Abstract	From 1896 to 1954, the "separate but equal" doctrine instituted by the landmark "Plessy v. Ferguson" case reverberated in public education in the United States until its rejection in the 1954 "Brown v. Board of Education of Topeka" Supreme Court decision. In this integrative literature review, the authors sought to illuminate examples of progress toward educational equity for African Americans in U.S. K-12 education from 1954 to 2019. To undergird the study, the authors utilized the three standards of educational equity theory (i.e., access, participation, and outcomes) to analyze the relevant literature and to organize our findings. While there has been some progress, findings revealed that shadows of Plessy v. Ferguson remain. Most significantly, African American students f inequities in access to comparable facilities and services as White students, due to discrimination, marginal student support, poor school quality, and lack of political, social, and economic power. This study builds on existing knowledge about the current state of educational equity for African American students in the U.S. K-12 education system. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: https://jne.howard.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01