Blacks and education in us

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  • Publicado : 4 de septiembre de 2012
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Unequal Access to Education in America: the case of Affrican Americans
Thomas Jefferson stated that “all men are created equal, that they are endowed by their Creator with certain unalienableRights, that among these are Life, Liberty, and the Pursuit of Happiness” . As well as freedom, equality was one of themost important values of the American Revolution. However, racism and discriminationhave been part of United States history. Minorities, especially, Affrican Americans have been subjected to all kinds of mistreament and inequalities. This mistreatment goes against the concept ofJustice stated by Aristotle who stated that “equals should be treated equally and unequals inequally” . In this paper we are going to discuss the inequities that Affrican Americans faced in termseducation rights in the United States.
Aristotle stated in Nicomachean Ethics his well known concept of justice. In America, as well as many other places, Affrican Americans were not considered equals toWhite maintream, therefore, they did not have the right to be educated or at least, their education was limited. After abolition of slavery they continued to be rejected by the system and they wereeither poorly educated or illiterate. ALtohug “separate but equal” doctrine guarantee equal rights Whites and Coloured people did not share the same facilitiesand public accomodation. In the 1960s thecivil rights movement made a big effort to overturn this policy and Senate passed the Civil Rights Act. This ended unequal application of voter registration requirements and racial segregation inschools, at the workplace and by facilities that served the general public ("public accommodations"). Law and Constitution supported equality for all people, however, real life was difficult for the blacksin education.
In this paper, we want to examine the access to education for Affrican Americans. We want to see how their schools and facilities were, how knowledgeable their teachers were and to...
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