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2 Child & Fam. L.J. 1 (2014)

handle is hein.journals/cflj2 and id is 1 raw text is: 


                   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.'

     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
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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