Higher Education Desegregation: an Analysis of State Efforts in Systems Formerly Operating Segregated Systems of Higher Education Edwin H

Total Page:16

File Type:pdf, Size:1020Kb

Higher Education Desegregation: an Analysis of State Efforts in Systems Formerly Operating Segregated Systems of Higher Education Edwin H Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2007 Higher education desegregation: an analysis of state efforts in systems formerly operating segregated systems of higher education Edwin H. Litolff, III Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Education Commons Recommended Citation Litolff, III, Edwin H., "Higher education desegregation: an analysis of state efforts in systems formerly operating segregated systems of higher education" (2007). LSU Doctoral Dissertations. 3134. https://digitalcommons.lsu.edu/gradschool_dissertations/3134 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. HIGHER EDUCATION DESEGREGATION: AN ANALYSIS OF STATE EFFORTS IN SYSTEMS FORMERLY OPERATING SEGREGATED SYSTEMS OF HIGHER EDUCATION A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College In partial fulfillment of the Requirements for the degree of Doctor of Philosophy In The Department of Educational Theory, Policy, and Practice by Edwin H. Litolff, III B.A., Southeastern Louisiana University, Hammond, LA, 1991 M.B.A, Southeastern Louisiana University, Hammond, LA, 1992 August, 2007 Table of Contents Abstract................................................................................................................ iv Chapter 1 Introduction ..........................................................................................1 Higher Education Desegregation ..........................................................................2 Plessy v. Ferguson.....................................................................................5 Brown v. Board of Education and Other Desegregation Cases 1954.........8 Civil Rights Act .........................................................................................11 Adams v. Richardson ...............................................................................13 California v. Bakke ...................................................................................17 United States v. Fordice...........................................................................19 Hopwood v. State of Texas ......................................................................20 Gratz v. Bollinger......................................................................................22 Grutter v. Bollinger ...................................................................................23 Beyond Gratz and Grutter ........................................................................25 Statement of the Problem ...................................................................................27 Research Questions ...........................................................................................28 Chapter Summary...............................................................................................28 Chapter 2 Review of Related Literature and Research.......................................30 Desegregation.....................................................................................................30 Segregation..............................................................................................30 Implications of Desegregation..................................................................32 Desegregation in Higher Education..........................................................33 Rationale for Desegregation ...............................................................................34 Access .....................................................................................................35 Educational Benefits of Diversity..............................................................38 Social Justice ...........................................................................................42 Equity .......................................................................................................43 Strategies to Achieve Desegregation..................................................................46 Historically Black Colleges and Universities.............................................47 Affirmative Action .....................................................................................50 Percentage Plans.....................................................................................53 Current Status of Desegregation Efforts .............................................................55 State Desegregation Status ................................................................................56 Louisiana..................................................................................................56 Mississippi................................................................................................57 Tennessee ...............................................................................................57 South Carolina .........................................................................................58 Kentucky ..................................................................................................58 Chapter Summary...............................................................................................59 Chapter 3 Methodology and Procedures ............................................................60 Research Design ................................................................................................60 Data Collection....................................................................................................61 Data Analysis......................................................................................................63 Research Question 1 ..........................................................................................68 ii Research Question 2 ..........................................................................................69 Research Question 3 ..........................................................................................69 Sample Segregation Index..................................................................................70 Limitations...........................................................................................................72 Chapter Summary...............................................................................................72 Chapter 4 Results ...............................................................................................73 Research Question 1 ..........................................................................................73 Descriptive Statistics ................................................................................73 Assumptions of Repeated Measures Analysis of Variance ......................77 Repeated Measures Analysis of Variance ...............................................79 Pooled Cross Sectional Time Series Analysis..........................................80 Summary..................................................................................................83 Research Question 2 ..........................................................................................84 Descriptive Statistics ................................................................................85 Significance Test......................................................................................86 Descriptive Statistics ................................................................................88 Significance Test......................................................................................88 Research Question 3 ..........................................................................................96 Descriptive Statistics ................................................................................97 Assumptions of Split Plot Analysis of Variance ......................................100 Split Plot Analysis of Variance................................................................101 Chapter 5 Discussion........................................................................................104 Research Question 1 ........................................................................................105 Research Question 2 ........................................................................................109 Research Question 3 ........................................................................................109 Implications for Policy .......................................................................................110 Federal Versus State Policy..............................................................................117 Change at State Level or Institution Level..............................................118 Percentage Plans...................................................................................118 Implications for Future Research ......................................................................121 Conclusion ........................................................................................................124 References .......................................................................................................127 V ita....................................................................................................................134
Recommended publications
  • How Did the Civil Rights Movement Impact the Lives of African Americans?
    Grade 4: Unit 6 How did the Civil Rights Movement impact the lives of African Americans? This instructional task engages students in content related to the following grade-level expectations: • 4.1.41 Produce clear and coherent writing to: o compare and contrast past and present viewpoints on a given historical topic o conduct simple research summarize actions/events and explain significance Content o o differentiate between the 5 regions of the United States • 4.1.7 Summarize primary resources and explain their historical importance • 4.7.1 Identify and summarize significant changes that have been made to the United States Constitution through the amendment process • 4.8.4 Explain how good citizenship can solve a current issue This instructional task asks students to explain the impact of the Civil Rights Movement on African Claims Americans. This instructional task helps students explore and develop claims around the content from unit 6: Unit Connection • How can good citizenship solve a current issue? (4.8.4) Formative Formative Formative Formative Performance Task 1 Performance Task 2 Performance Task 3 Performance Task 4 How did the 14th What role did Plessy v. What impacts did civic How did Civil Rights Amendment guarantee Ferguson and Brown v. leaders and citizens have legislation affect the Supporting Questions equal rights to U.S. Board of Education on desegregation? lives of African citizens? impact segregation Americans? practices? Students will analyze Students will compare Students will explore how Students will the 14th Amendment to and contrast the citizens’ and civic leaders’ determine the impact determine how the impacts that Plessy v.
    [Show full text]
  • Introduction
    Introduction It shall be an unlawful employment practice for an employer— (1) to fail or refuse to hire or to discharge any individual, or other- wise to discriminate against any individual with respect to his com- pensation, terms, conditions, or privileges of employment, because of such individual’s race, color, religion, sex, or national origin; or (2) to limit, segregate, or classify his employees or applicants for employment in any way which would deprive or tend to deprive any individual of employment opportunities or otherwise adversely affect his status as an employee, because of such individual’s race, color, re- ligion, sex, or national origin (Title VII of the Civil Rights Act of 1964). In 1964 the U.S. Congress enacted, and President Lyndon Johnson signed, the Civil Rights Act. Although it was not the first or the last legislative mo- ment of the civil rights movement, it was a pivotal one. The act outlawed segregation and discrimination by race, ethnicity, and religion in public education, public accommodations, voting, and federal assistance. Title VII of the act extended the equal opportunity principle to employment and for the first time explicitly mentioned “sex” as a protected category. It is this extension of rights to equal opportunity in employment, freedom from discrimination in employment, and the erosion of race and gender employment segregation as a legitimate and expected practice that is at the heart of this book. The passage of the Civil Rights Act is without question one of the most monumental achievements in the history of the United States, perhaps even the world.
    [Show full text]
  • FOR JOBS and FREEDOM an Introduction to the Unfinished March
    FOR JOBS AND FREEDOM An Introduction to the Unfinished March By Thomas J. Sugrue August 5, 2013 Photo: Library of Congress he March on Washington may be the most Today, many activists and intellectuals draw a sharp commemorated event in the history of the distinction between policies to alleviate racial discrim- T civil rights struggle in the United States. On ination and those that challenge economic injustice. August 28, 1963, in front of 250,000 demonstrators Does race trump class? Is there a zero sum game who packed the Mall between the Lincoln and Wash- between antidiscrimination strategies and efforts to ington monuments, the Rev. Martin Luther King Jr. challenge financial, employment, and trade policies delivered the speech with his famous refrain, “I have a that disadvantage workers regardless of their race? Do dream.” Those four words—known to nearly every racial politics divide the American working class, fos- American schoolchild—capture a popular, romantic tering a bitter politics of resentment rather than the image of King using soaring language to unify Amer- solidarity necessary for labor organization? While sub- ica in pursuit of a common goal, to create a society sequent papers in the Unfinished March series will where everyone would be “judged by the content of explore current views on these issues, it is important to their character, not the color of their skin” (King 1963). recall that 50 years ago, King and the organizers of the March on Washington answered a resounding “no” to But the message of the march cannot be encapsulated all of these questions.
    [Show full text]
  • Civil Rights Act of 1964
    TITLE VII OF THE CIVIL RIGHTS ACT OF 1964 EDITOR'S NOTE: The following is the text of Title VII of the Civil Rights Act of 1964 (Pub. L. 88-352) (Title VII), as amended, as it appears in volume 42 of the United States Code, beginning at section 2000e. Title VII prohibits employment discrimination based on race, color, religion, sex and national origin. The Civil Rights Act of 1991 (Pub. L. 102-166) (CRA) and the Lily Ledbetter Fair Pay Act of 2009 (Pub. L. 111-2) amend several sections of Title VII. In addition, section 102 of the CRA (which is printed elsewhere in this publication) amends the Revised Statutes by adding a new section following section 1977 (42 U.S.C. 1981), to provide for the recovery of compensatory and punitive damages in cases of intentional violations of Title VII, the Americans with Disabilities Act of 1990, and section 501 of the Rehabilitation Act of 1973. Cross references to Title VII as enacted appear in italics following each section heading. Editor's notes also appear in italics. An Act To enforce the constitutional right to vote, to confer jurisdiction upon the district courts of the United States to provide injunctive relief against discrimination in public accommodations, to authorize the attorney General to institute suits to protect constitutional rights in public facilities and public education, to extend the Commission on Civil Rights, to prevent discrimination in federally assisted programs, to establish a Commission on Equal Employment Opportunity, and for other purposes. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That this Act may be cited as the “Civil Rights Act of 1964”.
    [Show full text]
  • Fair Housing Act)
    Civil Rights Movement Rowland Scherman for USIA, Photographer. Courtesy of U.S. National Archives and Records Administration. Sections 1 About the Movement 5 Civil Rights Act of 1968 (Fair Housing Act) 2 Brown v. Board of Education 6 Teacher Lesson Plans and Resources 3 Civil Rights Act of 1964 4 Voting Rights Act (VRA) ABOUT THE MOVEMENT The Civil Rights Movement of the 1950’s and 1960’s came about out of the need and desire for equality and freedom for African Americans and other people of color. Nearly one hundred years after slavery was abolished, there was widespread 1 / 22 segregation, discrimination, disenfranchisement and racially motivated violence that permeated all personal and structural aspects of life for black people. “Jim Crow” laws at the local and state levels barred African Americans from classrooms and bathrooms, from theaters and train cars, from juries and legislatures. During this period of time, there was a huge surge of activism taking place to reverse this discrimination and injustice. Activists worked together and used non- violent protest and specific acts of targeted civil disobedience, such as the MontgomMontgomMontgomMontgomererereryyyy Bus BusBusBus Bo BoBoBoyyyycottcottcottcott and the Greensboro Woolworth Sit-Ins, in order to bring about change. Much of this organizing and activism took place in the Southern part of the United States; however, people from all over the country—of all races and religions—joined activists to proclaim their support and commitment to freedom and equality. For example, on August 28, 1963, 250,000 Americans came to Washington, D.C. for the March on Washington for Jobs and Freedom.
    [Show full text]
  • African American Student Enrollment in Tennessee's Public Medical
    Medical University of South Carolina MEDICA MUSC Theses and Dissertations 2020 African American Student Enrollment in Tennessee’s Public Medical School (2001-2018): A Case Study of the Geier Consent Decree and its Perceived Effect on the Physician Workforce Population Pamela Berry Banks Medical University of South Carolina Follow this and additional works at: https://medica-musc.researchcommons.org/theses Recommended Citation Banks, Pamela Berry, "African American Student Enrollment in Tennessee’s Public Medical School (2001-2018): A Case Study of the Geier Consent Decree and its Perceived Effect on the Physician Workforce Population" (2020). MUSC Theses and Dissertations. 58. https://medica-musc.researchcommons.org/theses/58 This Dissertation is brought to you for free and open access by MEDICA. It has been accepted for inclusion in MUSC Theses and Dissertations by an authorized administrator of MEDICA. For more information, please contact [email protected]. AFRICAN AMERICAN STUDENT ENROLLMENT IN TENNESSEE’S PUBLIC MEDICAL SCHOOL (2001-2018): A CASE STUDY OF THE GEIER CONSENT DECREE AND ITS PERCEIVED EFFECT ON THE PHYSICIAN WORKFORCE POPULATION By Pamela Berry Banks A doctoral project submitted to the faculty of the Medical University of South Carolina in partial fulfillment of the requirements for the degree Doctor of Health Administration in the College of Health Professions © Pamela Berry Banks 2020 All rights reserved AFRICAN AMERICAN STUDENT ENROLLMENT IN TENNESSEE’S PUBLIC MEDICAL SCHOOL (2001-2018): A CASE STUDY OF THE GEIER CONSENT DECREE AND ITS PERCEIVED EFFECT ON THE PHYSICIAN WORKFORCE POPULATION By Pamela Berry Banks Approved by: Committee Chair Walter Jones, PhD Date Committee Member Jillian Harvey, MPH, PhD Date Committee Member Sonya Smith, EdD, JD Date 2 Acknowledgements To my husband, Stephen Antonio Banks, thank you for trusting one day I would make space for my heart to realize it has always been you.
    [Show full text]
  • Career Mobility of Black and White Upper Level
    CAREER MOBILITY OF BLACK AND WHITE UPPER LEVEL ADMINISTRATORS IN A PREDOMINANTLY WHITE INSTITUTION OF HIGHER EDUCATION: A CASE STUDY by CARLTON R. MCHARGH A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Educational Leadership, Policy, and Technology Studies in the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2010 Copyright Carlton R. McHargh 2010 ALL RIGHTS RESERVED ABSTRACT Today, more than half a century after Brown v. Board of Education, many institutions of higher education, particularly predominantly white institutions (PWIs) are still grappling with issues related to increasing diversity. And while many Institutions of higher education (IHE) now boast large numbers of students from diverse backgrounds, the same cannot be said of the diversity of upper level administrators particularly within PWIs. However, what research has shown is that most IHEs desire and value diversity. However, the means of achieving diversity are many, varied and contested. This study attempted to add to the body of existing literature on diversity within PWIs by drawing upon narratives of Black and White upper level administrators on issues of hiring and career mobility. By contrasting the careers of Black and White upper level administrators within one PWI in the southern United States, this study explored through their narratives what those narratives tell us about the impact of race on the processes of recruiting, hiring, promoting, and retaining upper level administrators within the PWI. NVIVO 7 was used to code and organize the interviews. The interpretation of the findings was framed and viewed through the lens of Critical Race Theory (CRT).
    [Show full text]
  • The Civil Rights Act of 1964 and Coalition Politics
    Georgetown University Law Center Scholarship @ GEORGETOWN LAW 2005 The Civil Rights Act of 1964 and Coalition Politics Sheryll Cashin Georgetown University Law Center, [email protected] This paper can be downloaded free of charge from: https://scholarship.law.georgetown.edu/facpub/1692 49 St. Louis U. L.J. 1029-1046 This open-access article is brought to you by the Georgetown Law Library. Posted with permission of the author. Follow this and additional works at: https://scholarship.law.georgetown.edu/facpub Part of the Civil Rights and Discrimination Commons, Law and Politics Commons, and the Law and Race Commons THE CIVIL RIGHTS ACT OF 1964 AND COALITION POLITICS SHERYLL D. CASHIN* Professor Days began his Childress Lecture by recounting his personal experience with Jim Crow segregation. I too have such a story. I was born and raised in Hunstville, Alabama, a city that is notable, among other things, for having desegregated its public accommodations in 1962, two full years before the passage of the Civil Rights Act of 1964. The turning point in the non-violent sit-in movement in Hunstville was when a young, African- American woman was arrested with a four-month-old baby in her arms, along with a friend who was eight months pregnant. This caused some outrage and widespread press coverage. The mother was Joan Carpenter Cashin and the baby was me. I am proud to have played a role, however small, in the most important social movement of the twentieth century in the United States. In the past year we have celebrated a number of civil rights milestones.
    [Show full text]
  • 1.1. Description of History
    Technical Memorandum Date October 2008 Project Tennessee State University Campus Master Plan Subject 1. History of the University 1.1 Description of History From BKV Group, Inc To Tennessee State University This is a brief history of Tennessee State University as gathered by the planning team. The objective of this work element is for the planning team and campus community to gain an understanding of TSU’s history, documenting key events that have shaped the educational and physical form of the campus as well as identifying those forces which are likely to influence its future. 1. HISTORY OF TENNESSEE STATE UNIVERSITY Tennessee State University, founded in 1912, is a comprehensive, urban, coeducational, land-grant university located in Nashville, Tennessee. Through successive stages of growth and change during its nearly 100-year history, TSU has developed from a small normal school for Negroes to a 4 year university graduating degrees at all levels. The process of educating teachers was based on developing “norms” or standards, hence the name Normal School. With such humble beginnings and a small student body, TSU has grown to become one of the nation’s most highly respected Historically Black Colleges and Universities (HBCU) as well as a national university attracting students from 42 states and 45 countries. To its credit, TSU has accomplished this transition without losing focus on its primary mission; that being an “access” school for Tennessee’s financially challenged students; many of whom have few alternatives when seeking to gain a collegiate education. Although TSU was, until recently, considered by many students the campus of “last resort”, its recognition as a nationally ranked university and reputation for quality curriculum delivery has allowed TSU to claim it is now a campus of “first choice”.
    [Show full text]
  • Alfred L. Brophy1 During the Fiftieth Anniversary of the Civil Rights Act Of
    THE CIVIL RIGHTS ACT OF 1964 AND THE FULCRUM OF PROPERTY RIGHTS 1 Alfred L. Brophy During the fiftieth anniversary of the Civil Rights Act of 1964, much of the discussion is about the origins of the Act in the ideas and actions of the African American community and of the future possibilities of the Act. This essay returns to the Act to look seriously at those who opposed it and at their critique of the Act’s effect on property rights. That is, this looks at the property law context of the Act and the criticism that the Act would dramatically affect property rights. In contrast to those who favored the Act and, thus, wanted to make the Act look as modest as possible, this retrospective suggests that, in fact, the Act had an important effect on property rights in the United States. That is, it was part of democratizing property and rebalancing the rights of property owners and of non-owners in ways that are long-lasting and important. The supporters of the Civil Rights Act of 1964's guarantee of equal treatment in public tried to make it look like a modest extension of principles that had existed from time out of mind.2 Yet, the Act’s requirement of equal access to public accommodations brought outcries, in particular from its opponents, that it would dramatically restrict the right to exclude from private property.3 Legal historians who have assessed the long history of the Civil 1 Judge John J. Parker Distinguished Professor, University of North Carolina – Chapel Hill.
    [Show full text]
  • Unit 5 Civil Rights: Demanding Equality Guide
    Unit 5 Civil Rights: Demanding Equality Learning Objectives After completing this session, you will be able to: • Define the term civil rights. • Understand the differing meanings of the word equality. • Describe the importance of the Fourteenth Amendment in providing equal protection. • Explain the slow evolution of civil rights for African Americans. • Describe the expansion of our understanding of civil rights as a protection against gender discrimination. • Learn about newer demands for guarantees of equality on behalf of those with disabilities. Topic Overview Central to the American ideal is equality. But equality is an illusive goal that requires vigilance. In this unit we look at the struggle for equality for African Americans, recognizing that despite major advances (the end of the most restrictive Jim Crow laws), the struggle continues. At the same time, the unit illustrates that gender equality has become, in recent years, a major source of friction in several aspects of American life. Similarly, the unit points out the rising demand by the disabled for equal treatment and the difficulties that society has had in meeting these demands. The Declaration of Independence, written in 1776, boldly proclaims: “All men are created equal; that they are endowed by their Creator with certain inalienable rights; that among these, are life, liberty, and the pursuit of hap- piness.”Yet for much of American history, the guarantee of equality applied exclusively to white men. That is no longer the case. But the struggle for political and social equality is often long and difficult. The problem is that although Americans support equality in the abstract, the guarantee of equality requires government action— action that often limits the liberty of some people.
    [Show full text]
  • Separate but Equal’: Policy Implications for the 21St Century” the 125Th Anniversary of Plessy V
    Call for Papers RSF: The Russell Sage Foundation Journal of the Social Sciences Issue on: “The Legacy of ‘Separate but Equal’: Policy Implications for the 21st Century” The 125th Anniversary of Plessy v. Ferguson Susan T. Gooden Virginia Commonwealth University john a. powell University of California, Berkeley Samuel L. Myers, Jr. University of Minnesota Editors Scope of the Volume The occasion of the 125th anniversary of Plessy v. Ferguson offers the opportunity for a general retrospective consideration of the legacies of state-sanctioned racial oppression as well as specific inquiries into plausible causal connections between the Supreme Court’s approval of state-imposed racial segregation/hierarchy and ongoing racial disadvantages and inequities. The co-editors of this edition of RSF invite proposals that offer novel interpretations and new insights about the legacy of “Separate but Equal” and/or offer specific explorations into connections between “Separate but Equal” during the first half of the 20th century and observed racial disparities in the 21st century. Recognizing that establishment of a causal linkage between a single Supreme Court decision and contemporary social and economic outcomes is fraught with limitations, the co-editors invite papers from across disciplines that might shed new light on the mechanisms by which something that happened 125 years ago might influence and perpetuate racial inequalities today. As the title implies, the focus of the volume is on the legacy of Plessy v. Ferguson and not necessarily on the direct impacts of causal effects of the Supreme Court decision. Plessy v. Ferguson (1896) is perhaps the most significant U.S.
    [Show full text]