![handle is hein.journals/cflj2 and id is 1 raw text is:
THROWING DIVERSITY AGAINST STARK
BACKDROP OF WHITE ISOLATIONISM IN
AMERICAN PUBLIC SCHOOLS
Carla-Michelle Adams, Esq.
Segregation of white and colored children in public schools has a
detrimental effect upon the colored children. The impact is greater when
it has the sanction of law for the policy of separating the races is usually
interpreted as denoting the inferiority of the Negro group. A sense of
inferiority affects the motivation of a child to learn. Segregation with the
sanction of law, therefore, has a tendency to [retard] the educational and
mental development of Negro children and to deprive them of some of
the benefits they would receive in a racial[ly] integrated school system.'
INTRODUCTION
In Brown v. Board of Education of Topeka, the Supreme Court
ruled that the public school system, charged with the complex
undertaking of educating the youth of the United States of America,
could not segregate on the basis of racial identification. 2 This
monumental decision by the Supreme Court marked the onset of judicial
awareness that the concept of separate but equal could no longer function
as a justification for racial separation in the context of public school
education.3 The decision of the Court in Brown embodied the idea that
racial consciousness and diversity function as the cornerstones of
integration.4 Upon the introduction of remedial measures to ensure that
integration was incorporated into public schools across the United States,
the Court began the process of eradicating the remnants of racial
* Carla-Michelle Adams, Esq.; Admitted to the Florida Bar in 2011. Graduated with a
LL.M from Western New England University School of Law in May 2014. Received
Juris Doctor from Florida Coastal School of Law in May 2010. Graduated Magna Cum
Laude with a Bachelor of Arts in Political Science from College of New Rochelle in
2007.
1 Brown v. Bd. of Educ. of Topeka, 347 U.S. 483, 494 (1954).
2 Id. at 493.
3 Id. at 495.
4See id at 494
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