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While schools were officially desegregated by the Supreme Court decision in Brown v. Board of Education 347 U.S. 483, (1954) the mechanism of desegregation was left to lower courts and school board, thus allowing them to delay and subvert desegregation efforts. This culminated in President Eisenhower deploying armed federal troops to escort children to school. Despite the landmark case, segregation continues through to day though not as official policy.
Race has had an impact on both how and what students are taught. In K-12 studies consistently find that Black and Brown as well as socio-economically disadvantage students are disciplined more often and more severely than their white and affluent counterparts. In graduate and post-graduate education, the disparity in rate of admission for white and non-white students as well as disparate success rates post admission remains a recurrent issue. Finally, exemplified by the current debates over critical race theory and classroom discussion of gender and sexual orientation, the content of what students are taught or even allowed to explore is shaped by an unwillingness to confront historical and current impacts on society.
In this page, you will find documentation and scholarship detailing k-12 disparities in treatment of students by race, the disparate rates of admission and success of minorities to higher education and scholarships on critical race theory (CRT).
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