Research Paper Assignment Instructions
Topic: The lack of parental involvement effects on student learning
The Research Paper for this course will be based on the topic you chose in the beginning of the course concerning teaching and learning. Your paper must be 15–20 pages and written in formal current APA style (refer to the current APA Stye Guide)
The minimum number of resources for the paper is 10. All resources must be from scholarly or peer-reviewed journals (usually found from databases such as ERIC, EBSCO Host, or Info Trac). Resources must be diverse in nature, including articles from scholarly journals, books, and professional websites. The research aspect must be your diligent work in ascertaining current, scholarly resources to support your writing about the topic/issue. At least ten of your resources must be 5 years old or newer. If you use older resoures (particularly in the Historical Summary section), be sure that at least 10 in the overall paper are 5 years old or newer. You should not conduct original research for this assignment.
The required parts to include are as follows:
I. Introduction
II. Historical Summary (How did the issue develop and how has it been viewed in the past?)
III. Current Issue described in the present culture of education
IV. Strategies that are in place to address the issue
V. Biblical integration (What does Scripture say about the issue?)
VI. Conclusion
Sections I–IV are to be written using 3rd person and expository form. They must present fact and research supported by scholarly literature.
Section V must be supported by Scripture.
Be sure to view the grading rubric to ensure that you know all criteria and expectations for how your paper will be assessed.
1
Brown vs. Board of Education on Racial Inequality in Education
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Abstract
This paper is based on the Brown vs. Board of Education ruling (1954) that abolished racial segregation in education, considering the need to provide equality and fairness to all learners irrespective of their race. Besides, racial segregation is immoral; its illegalization provided a breakthrough for a fresh start for the people of color to overcome racial superiority, white dominance, and educational disparities. This study incorporates the historical development and abolishment of racial segregation, alongside exploring the “separate but equal” doctrine. Racial separations contravene the biblical perspective for equality, which the Brown vs. Board of Education ruling provides a solution for embracing cultural tolerance, and social justice away from white dominance. This paper concludes with an assertion that understanding the existence and abolishment of racial separation would help construct fair and effective educational strategies.
Brown vs. Board of Education on Racial Inequality in Education
Racial inequality in the U.S. education system remains a central factor causing disparities in the accessibility to quality education for minority communities. Reports indicate that for over 65 years, racial segregation or separation in public education has been prohibited in the United States, but the public schools in America remain highly unequal and segregated – with intense impacts for the learners, mainly the students of color (Meatto, 2020). Irrespective of the landmark ruling in Brown v. Board of Education that racial segregation in education is unconstitutional, as it violates the fourteenth amendment, the American public schools intensely struggle to desegregate schools in the civil rights era. Although school segregation is an uncomfortable topic for American students and educators to explore irrespective of their race, social status, or ethnicity, this topic raises concern and inquiries regarding equality and fairness ideals. Thus, racial segregation is immoral and unethical, as it gives learners unequal access to public schools to benefit the majority of white students, an element that the Brown vs. Board of Education ruling sought to address by illegalizing racial separation in public education.
Summary and Context
The Brown vs. Board of Education ruling was the landmark ruling of 1954 that showed education and the learning sector a new phase and pathway for enhancing morality and equality about accessing quality education for all learners irrespective of their race. Concerning this historical ruling, Blum (2019) ascertains that inequalities outside the educational setting are central factors undermining the achievement of quality education, establishing the need for integration as the only option available for the marginalized students to gain educational value. As exhibited in the historical American culture, racial supremacy or superiority has advanced numerous educational disparities such that only students from the races perceived as superior are entitled to quality education at the expense of the minority learners (Blum, 2019).
Racial separation in American education is embedded in the historical experiences of people of color. Despite the abolition of slavery, the struggle for achieving quality education and knowledge was a defining factor for the blacks and other minority groups. Historically, African Americans were restricted from receiving any form of education, which was translated into crimes in those days. For instance, in 1854, Mrs. Margaret Douglass was imprisoned for one month in the Jail of Norfolk based on the Laws of Virginia for teaching free African American children to read. The historical laws such as Plessy v Ferguson (1896) welcomed the period of “separate but equal” institutions and treatment for the blacks and whites. As a result, it was believed that children of the free slaves would be served better if they attended their learning institutions within their communities (Library of Congress (LOC), n.d.). As a result, the progressing inequalities in American education remain a critical problem dating back in history, regardless of the numerous efforts to integrate the Brown vs. Board of Education ruling, which paved the way for abolishing racial segregation in American education.
With the rising concept of “separate but equal” and its widespread in education within the American society, activism by the people of color through the National Association for the Advancement of Colored People (NAACP) became a central approach for addressing separation from American life. By the mid-20th century, the focus by NAACP focused on the legal difficulties with public-school segregation, and by 1950, the people of color achieved success on the abolition of the doctrine of separate but equal (Library of Congress (LOC), n.d.). Therefore, Brown vs. Board of Education provided a new trajectory to enhance equal and indiscriminative access to education for both white and children of color.
It is crucial to note that even as resegregation emerges in modern America, turning to the Brown vs. Board of Education ruling is a central approach for addressing inequality in the United States. Kelly (2019) acknowledges that racial segregation is back in the Southern schools, characterized by the racial separation in the American educational system, noting that the majority of the states have failed to implement the ruling in favor of Brown. Taylor et al. (2019) ascertain that the latest Southern secessions represent the constant narrowing of the conception about public education through the created districts that focus on preserving the racial and economic benefits for homogenous white regions. Taylor et al. (2019) confirm that the Southern secessions represent the historical framework of de jure segregation and the resistance to the decision of the Brown v. Board of Education case. Kelly (2019) notes that racial segregation in the American education system has vanished slowed than expected, leading to the education disparities contributed by poverty, racial separation, and rising property taxes.
Critical Analysis
Brown vs. Board of Education ruling advocates for equality and fairness for every learner within the American education system by fighting against racial segregation in favor of the white students. These assertions link to God’s word that all men were created in God’s likeliness and everyone stands a chance to the full inheritance of the Kingdom of God. Biblically, God and his works are impartial, indiscriminative, and give everyone equal opportunities. As the bible states, “For the LORD your God is God of gods and Lord of lords, the great God, mighty and awesome, who shows no partiality and accepts no bribes” (Deuteronomy 10:17, NIV). The Brown vs. Board of Education decision is congruent with the apostolic teachings for equality as Paul the Apostle tells the Ephesians to submit to one another in reverence for Christ (5:21, NIV), advocating for submission and not dominance over each other irrespective of the identity.
Therefore, the Brown vs. Board of Education decision was a breakthrough for equality in education, having set a background for enhancing equal service across all domains. This decision was a landmark from a social justice perspective through enhanced impartial recognition of racial equality and an opportunity to embrace a culture of tolerance now and in the future. Hill (2020) ascertains that Brown vs. Board of Education acknowledged that education was the sole approach for empowering the young generations into multiple cultural values and preparing learners for professional development while advancing their understanding to adjust to new settings. Therefore, Brown vs. Board of Education prepares a culturally competent generation who understands that everyone matters. Hill (2020) confirms that diversity, inclusivity, and equity are central aspects in improving dedication to ending separation that targets categorizing education stakeholders based on their color. As a result, this case provides a salient approach for alleviating cultural-related predispositions that cultivate an environment for racial bias. Thus, the Brown vs. Board of Education ruling marks a clear trajectory for desegregation strategies by pushing the equity power within the public schools.
Additionally, the ruling of the studied case indicates the need to abolish racial superiority, where the minority groups such as the Blacks, Latinos, etc., are regarded as less superior and subject to white dominance. Blum (2019) ascertains that even after the ruling in favor of racial equality and abolishing racial separation in education, the Southern states continue with the unequal or discriminative practices against black students, confirming the presence of white dominance. As a result, the continuous racial segregation contravenes biblical advocacy for equality as St. Paul the Apostle ascertains that God does not show favoritism (Romans 2:11). Therefore, racial segregation does not represent God’s work as expected that everyone is equal irrespective of race, as an image for civility in society.
Conclusion
The decision in the Brown vs. Board of Education case was a landmark for the people of color as it provided an opportunity for equal treatment and access to educational services against the separate but equal doctrine. As exhibited in both historical and modern America, racial segregation is unethical as it contravenes equality canons for all people irrespective of their identities. Therefore, this case provides a new pathway for pursuing education against the racial superiority policies by expanding access to quality education for people of color. Besides, it is a unique moment for people of color to enjoy equal opportunities as their white counterparts through exposure to the same environment. As a result, comprehending the racial inequalities can enhance the fairness and effectiveness of educational strategies.
References
Blum, L. (2019). Reflections on Brown vs. Board of Education and School Integration Today. The Harvard Review of Philosophy.
Hill, J. B. (2021). Culture and Conversation: Rethinking Brown v. Board of Education a Postponed Commitment to Educational Equality. Journal of Education and Learning, 10(2), 37-52.
https://files.eric.ed.gov/fulltext/EJ1290637
Kelly, W. (2019). Resistance to Brown v. Board of Education–The Gardendale Experience. The Journal of the Alabama Academy of Science, 90(2), 126-134.
https://www.aasjournal.org/index.php/journal/article/view/76/48
Library of Congress (LOC). (n.d.). A century of racial segregation 1849–1950 – Brown v. Board at Fifty: “With an even hand” – A Century of Racial Segregation, 1849–1950.
https://www.loc.gov/exhibits/brown/brown-segregation.html
Meatto, K. (2020, September 9). Still separate, still unequal: Teaching about school segregation and educational inequality. The New York Times.
https://www.nytimes.com/2019/05/02/learning/lesson-plans/still-separate-still-unequal-teaching-about-school-segregation-and-educational-inequality.html
Taylor, K., Frankenberg, E., & Siegel-Hawley, G. (2019). Racial segregation in the southern schools, school districts, and counties where districts have seceded. AERA Open, 5(3), 1–16.
https://doi.org/10.1177/2332858419860152
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