Reflection on Part III

    In Part III, the authors delve into the period from 1950 to 1980, a critical time for American education. It emphasizes the ongoing racial segregation in schools, even after the Brown v. Board of Education decision in 1954, which declared that separating children in public schools based on race was unconstitutional. While this was a significant legal victory, it did not immediately erase the widespread segregation in many parts of the country. The authors point out that despite Brown v. Board, schools across much of the U.S. remained segregated. Many white communities resisted integration by using tactics like "freedom of choice" plans or creating private schools that catered only to white children. This section made me realize just how deeply ingrained racism was in the American education system, and how, even when the law said schools had to integrate, social resistance and systemic racism made real change slow and difficult. The fact that Black children were still attending underfunded schools, while white students had access to better facilities and more resources, shows how much of a struggle it was for true equality to be achieved.

    One thing that really stood out to me in Part III was the huge disparity in resources between schools that served Black students and those that served white students. Black schools were often overcrowded, lacked textbooks and experienced teachers, and had inadequate facilities. On the other hand, white schools in wealthier areas had better funding, smaller class sizes, and more qualified teachers. The authors explain that this inequality was tied to the way public schools were funded, mostly through local property taxes. Wealthier neighborhoods, which were predominantly white, had better schools simply because their property taxes could fund them, while poorer, often Black neighborhoods, didn’t have the same resources. 

    The federal government did make some efforts to address these disparities, particularly with the passing of the Elementary and Secondary Education Act (ESEA) of 1965, which aimed to provide additional funding to schools serving low-income students. While this was a step in the right direction, the authors make it clear that these efforts were not enough to close the gap between Black and white schools. The funding was helpful, but it didn’t fundamentally change the fact that schools in Black communities remained underfunded and neglected. Even when the government tries to address these issues, the changes often feel too small to make a real difference in the lives of students who are already far behind.

    Another aspect of this chapter that I found interesting was the discussion of the psychological and social effects of segregation. The authors explain how segregated schools not only limited the educational opportunities of Black students but also reinforced negative stereotypes about Black people. For Black children, attending underfunded schools sent the message that they didn’t matter as much as white children, which must have had a long-lasting impact on their self-worth and sense of possibility. For white children, growing up in schools that were mostly white meant they had little exposure to people of different races and were more likely to harbor prejudices. This section made me think about the importance of diversity in education because it fosters understanding, empathy, and growth. When we don’t have meaningful interactions with people from different backgrounds, it becomes easier to hold onto stereotypes and misconceptions.

Melanie Mora