Last Name 2 Student Name Instructor Howard Cuadros En 501394

Last Name 2student Nameinstructor Howard Cuadrosenglish 130202 Decembe

Last Name 2student Nameinstructor Howard Cuadrosenglish 130202 Decembe

Last Name 2 Student Name Instructor Howard Cuadros English December 2018 Annotated Bibliography MLA Source here (Use the examples from the PPT) · One scholarly · One popular Questions to help with your annotations: What is this source about? What is the main idea or argument? How does the author make the argument? Does it sound credible (it should lol)? How so? How will you use this source in your paper to support your claims? If not to support your claims, how will you use it for a counterargument? · Essay annotation for each source should be between words AFRICAN AMERICAN 4 African American Name Institution Research question: How did inequality characterize African American education? Title: African American Thesis: Inequality in African American education existed even after the end of slavery. The rule of “separate but equal,” denied African-American students from mainstream not to mention educational institutions (Wong, Eccles, & Sameroff, 2003). It’s therefore important to understand how these social and legal restrictions characterized education.

Paper For Above instruction

The enduring legacy of racial inequality in African American education is a profound testament to the persistent social and legal barriers that have historically marginalized this community. From the era of slavery through the Jim Crow laws and into contemporary society, African Americans faced systemic obstacles that severely limited access to quality education, reinforcing racial stratification and economic disparity. These barriers were not merely incidental but embedded in the fabric of American societal structures, supported by laws that institutionalized segregation and discrimination.

Historically, during slavery, African Americans were systematically denied educational opportunities, as their supposed inferiority was used to justify their subjugation. Post-slavery, despite the abolition of slavery, legal mechanisms such as segregation laws upheld racial disparities in education. The landmark Supreme Court case Plessy v. Ferguson (1896) legitimized the "separate but equal" doctrine, which perpetuated the idea that racial segregation was justified, thereby denying Black students equal access to educational resources and opportunities (Wong, Eccles, & Sameroff, 2003).

In the 20th century, efforts such as Brown v. Board of Education (1954) challenged segregation, but de facto inequalities persisted through discriminatory practices, underfunding, and unequal school facilities. Socioeconomic inequities compounded these educational disparities; African American children were more likely to attend poorly resourced schools, limiting their academic and future economic opportunities. These systemic issues continue to affect African American communities today, as disparities in school funding, discipline, and academic achievement remain prevalent (Spring, 2016).

This continued inequality fosters social tension and perpetuates cycles of poverty and disenfranchisement. Schools in predominantly African American neighborhoods often lack access to advanced coursework, experienced teachers, and extracurricular opportunities, further marginalizing students (Spring, 2016). Moreover, racial discrimination extends beyond the classroom, affecting policies at the district and national levels, influencing educational policy and resource allocation.

Addressing these disparities requires acknowledging the historical roots of inequality and implementing policies that promote equity in funding, representation, and access to quality education. Treating students fairly and ensuring equal opportunities can help foster greater social cohesion, reduce racial tensions, and promote economic mobility within African American communities. Educational reforms rooted in historical understanding and contemporary policy changes are essential for breaking down the enduring barriers of racial injustice (Wong, Eccles, & Sameroff, 2003; Spring, 2016).

References

• Spring, J. (2016). Deculturalization and the struggle for equality: A brief history of the education of dominated cultures in the United States. Routledge.
• Wong, C. A., Eccles, J. S., & Sameroff, A. (2003). The influence of ethnic discrimination and ethnic identification on African American adolescents' school and socioemotional adjustment. Journal of Personality, 71(6), 1197–1226.