Race and Education: A Sociological Perspective

Introduction

Race relations in the United States have seemingly improved over the past five decades due to civil rights legislation and a public that is more attuned to the issue. However, pockets of inequality remain, and one of the most persistent problem areas is the higher education system. It is difficult to pinpoint a single reason why minorities continue to be underrepresented at colleges and universities — and especially as graduates — but the gap exists and will continue to exist until equitable solutions are determined. This paper examines race and education from a sociological perspective, paying close attention to the theories of symbolic interactionism, social conflict, and structural functionalism in order to identify the root causes of this persistent inequity.

Historical Background: Desegregation and Higher Education

Desegregation of American education began with the landmark Brown v. Board of Education Supreme Court case in 1954 (Lark). Oliver Brown challenged the Topeka Board of Education because separate schools had been established for Black and White students. The Court found that while schools could easily be segregated, they could not be — and had not been — kept equal. This ruling caused significant controversy, especially in the traditional South, generating a multitude of protests and conflicts in the years that followed. It also helped advance the civil rights efforts of those working to end race-based inequities across the United States.

Though Brown v. Board of Education made it possible for minorities to receive an equal education in primary and secondary schools, a similar decision had already been made with regard to higher education. Gregory Swanson, who had completed his undergraduate studies at Brown University with an exemplary record, sought to pursue a graduate law degree to further his ambitions (Lark). In 1950, however, the precedent established by the Supreme Court in Plessy v. Ferguson had not yet been overturned. Swanson was denied admission to the University of Virginia Law School based on Virginia statute and existing Supreme Court precedent. His case reached the Supreme Court docket, and he ultimately won admission following a favorable ruling (Lark).

The Swanson case and others like it set the tone for the desegregation of higher education, but they did little more than allow a small number of exceptionally qualified minority applicants to access prestigious institutions. Part of the message of the civil rights marches and other nonviolent protests was that White and Black Americans should not live entirely separate lives (Ledford). All people deserved equal treatment under the law, and it was necessary for America to begin living by the words of the Declaration of Independence. The laws that emerged from the civil rights movement have been called many things by supporters and detractors, but the common term is affirmative action (Lark).

Works Cited

Lark, Taj'Ullah Sky. "The Desegregation of Higher Education, Race Conscious Admissions Policies and the Federal Constitution: Before Brown vs. Board and Beyond." The Journal of Pan African Studies (Online) 5.5 (2012). Web.

Ledford, Danielle. "Is Race Neutrality a Fallacy? A Comparison of the U.S. and French Models of Affirmative Action in Higher Education." Texas International Law Journal 46.2 (2011): 355–388.

Lo, Celia C. "An Application of Social Conflict Theory to Arrestees' Use of Cocaine and Opiates." Journal of Drug Issues 33.1 (2003): 237–250. Print.

Pichette, Eugene F., Michael T. Garrett, John F. Kosciulek, and David A. Rosenthal. "Cultural Identification of American Indians and Its Impact on Rehabilitation Services." The Journal of Rehabilitation 65.3 (1999): 3–21. Print.

Storrs, Debbie, and Lynsie Clott. "A Qualitative Study of Honor Students' Learning Orientations: The Rare Liberal Scholar." College Student Journal 42.1 (2008): 57–63. Print.