African American Studies 100-01
In the aftermath of the Brown v. Board of Education (1954) and Bolling_ v. Sharpe_ (1954) Supreme Court decisions, the Washington D.C. public school system implemented what policy strategy in order to evade desegregation? How did black community leaders and organizations respond?
Several years after the tracking policy was implemented the black community began to oppose this policy. They feel that this system was a form of African American subordination, which could eventually be more harmful than racial segregation. In most situations African American studies did not have the same education foundation as white students. The policy began just two year after the Supreme Court acknowledged that separate is not equal. So in most instances the black students were being placed in a lower level of the tracking system. The tracking system placed a limit on a student’s ability to exceed past expectations. Once a student was place into lower level teachers did attempt to prepare the students to work towards the honors level. It’s like encouraging a C student to continue to make Cs and telling him that making B’s is past their ability.
Hayes argues that a coalition of educational policy specialists and civil rights leaders interrupted the Washington, D.C. black community’s struggle for quality education and redirected the movement toward racial integration – racial balancing and busing. What have been the long-term effects of this policy strategy throughout America’s big city school systems? How has the implementation of racial balancing and busing affected many urban African American (and Latino) communities?
Does DuBois appear to accept the view of whites that either he is or black Americans are a problem? White supremacy and anti-black people, but do these evil ideologies and practices make black people a problem people or a people with problems?