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The Role Of The Case Of Brown v. Board Of Education In Attaining Racial Balance Across States

The case of Brown v. Board of education was filed by the plaintiff, Oliver Brown. The main context was to end segregation related to education. Racial segregation had been rampant, and education was viewed in two dimensions. Education was in two forms: that which related to blacks and the one that specialized in whites. There was a sense of misunderstanding between the two people and the government was advocating ending racial segregation (Wong, Kenneth and Anna, 2004).

The ruling by the Supreme Court was that the establishment of the two separate schools was an illegal act which was unconstitutional. Therefore, all people were entitled to equal treatment and access to government resources. The case has since become a model due to the attempt of a developed plan to help attain a racial balance across states.

The case of Swann v Charlotte-Mecklenburg Board of Education is one of a kind where a third party undertakes to act on behalf of the other. The case was presented to the Supreme Court on behalf of the parents of a school child. The parent wanted to take the child to the closest school to their home. The white officials practiced a behavior that maintained the distance between the whites and blacks. They concluded busing was a means of maintaining segregation among the different colors of people in their states (Wong et al., 2004).

The Supreme Court upheld that the busing system helped to speed up the racial integration of many public schools and institutions. Therefore, busing across the district lines became a nightmare and gave a basis for a large number of people of a certain race in a particular state.

De-facto segregation has been persistent, and it has made it impossible to fight segregation in schools. Therefore, it is a major hindrance to the elimination of black-white thinking within the system.

Work Cited

Wong, Kenneth K., and Anna C. Nicotera. “Brown v. Board of Education and the Coleman Report: Social science research and the debate on educational equality.” Peabody Journal of Education 79.2 (2004): 122-135.



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