Suchergebnisse

Personal experience working with Roma children to integrate them into Bulgarian public schools is drawn on to consider the rough road for desegregation following Brown v. Board of Education. A comparison between US & Bulgarian desegregation indicate a far smoother & successful effort in Bulgaria than was the case following the US Supreme Court decision. The high level of community social support for the Romany families is noted, & while all is not perfect with the transition, nothing resembles the concerted reaction of the US South to Brown v. Board of Education. Attention is then given to the intense southern response, & the possibility of smoother US integration is seen to have been discouraged by state action doctrine & the capacity for the legal right to integrate in other ways would have effect true social change. Why litigation rather than politics was the route to pursue for the US civil rights movement is demonstrated before looking at how the decision spelled the end of segregation & spurred the 1960s civil rights acts & compelled the US to accept racial change. J. Zendejas

The author argues that when the Supreme Court next confronts the issue of affirmative action in higher education, it should examine the policy realistically—in terms of the condition of blacks and the consequences for the country—not abstractly, and uphold its constitutionality. In reaching this conclusion, the author: discusses the status of African-Americans in our society; reviews the legal and theoretical reasons for and against affirmative action in higher education for African-Americans; assesses African-Americans' performance on standardized tests and how those tests impede blacks who apply for admission to selective schools; surveys the states that have prohibited affirmative action; and, evaluates how the elimination or modification of affirmative action plans would effect African-Americans. The author then introduces a new defense of affirmative action, which he calls a "social conditions" or "closing the gap" theory. The social conditions argument, considered in the context of current affirmative action jurisprudence, asks that courts approve affirmative action in higher education as a way of bettering the social conditions in which African-Americans live, because those conditions affect everyone in our society, without regard to their cause.

Partial contents: Racism and the early American legal process, 1619-1896, by A. Leon Higginbotham, jr.; Toward an equalitarian legal order: 1930-1950, by William H. Hastie; Racial discrimination in the electoral process, by Robert B. McKay; Race, judicial discretion, and the death penalty, by Marvin E. Wolfgang and Marc Riedel; Black people and the tyranny of American law, by Haywood Burns.

The Legacy of Brown v. Board of Education presents historical commentary on the impact of the ruling by the attorneys from the case including Jack Greenberg, Robert Carter, Constance Baker Motley along plus former President Bill Clinton and Justice Ruth Bader Ginsburg. An insighful original account of the case, fifty years after it was decided. ; https://scholarship.law.columbia.edu/books/1099/thumbnail.jpg

Brief submitted to the United States District Court for the Eastern District of Tennessee by attorneys for James Mapp, outlines the history of desegregation in Chattanooga public schools and demands full and complete integration.