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ERIC Number: ED001036
Record Type: RIE
Publication Date: 1964-Mar-31
Pages: 70
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
SOCIAL PSYCHOLOGICAL CONSIDERATIONS OF RACIALLY-BALANCED SCHOOLS, PRESENTED AT NEW YORK STATE EDUCATION DEPARTMENT CONFERENCE, GREYSTONE CONFERENCE CENTER MARCH 31, 1964, NEW YORK CITY.
PAJONAS, PATRICIA; PETTIGREW, THOMAS F.
RACIALLY-UNBALANCED SCHOOLS SHOULD BE VIEWED WITH INTENSE CONCERN. NEGRO AMERICANS HAVE LEARNED THAT RACIALLY BALANCED FACILITIES ARE NECESSARY IF THEY ARE TO RECEIVE ANYTHING RESEMBLING EQUAL OPPORTUNITY. BALANCED SCHOOLS ARE NEEDED TO INSURE THE NECESSARY POLITICAL LEVERAGE. LEGALLY, THE QUESTION OF UNBALANCED SCHOOLS WAS ANSWERED IN THE 1954 SUPREME COURT DECISION. IN THE CULTURAL REALM INTEGRATED SCHOOLS ARE THE ONLY FORM OF PUBLIC EDUCATION WHICH CAN FULFILL THE NEGRO DREAM OF BEING TRULY PART OF AMERICAN SOCIETY. LEADING FROM THESE HISTORICAL, POLITICAL, LEGAL, AND CULTURAL REASONS, THERE ARE A NUMBER OF CRITICAL SOCIAL-PSYCHOLOGICAL REASONS FOR THE NECESSITY OF ESTABLISHING RACIALLY-BALANCED SCHOOLS. THE FIRST REASON IS FOUND IN THE AREA OF HUMAN VERBAL LEARNING. DATA OF VARIOUS STUDIES POINT TO A BASIC PRINCIPLE OF HUMAN LEARNING--ALTERATION OF ENVIRONMENTAL FEATURES ASSOCIATED WITH ORIGINAL LEARNING RESULTS IN DIMINISHED RETENTION AND PERFORMANCE. BECAUSE NEGROES MUST ENTER INTO A WHITE-DOMINATED SOCIETY, THEY MUST RECEIVE THEIR INITIAL TRAINING IN AN INTEGRATED SCHOOL. SECONDLY, SEGREGATION IS DETRIMENTAL TO THE FULFILLMENT OF THE AIMS OF AMERICAN EDUCATION WHICH ARE--TO MAINTAIN THE PERSON ADEQUATELY THROUGH PARTICIPATION IN USEFUL OCCUPATION--AUGMENT HIS PRODUCTIVE POTENTIAL, AND COPE WITH AND UNDERSTAND HIMSELF. UNBALANCED SCHOOLS DEFEAT THESE AIMS BY FAILING TO COMMUNICATE TO THE NEGRO CHILD THE STANDARDS BY WHICH HE WILL BE JUDGED LATER. FINALLY, RACIALLY-UNBALANCED SCHOOLS FAIL TO DEVELOP CREATIVITY IN THE NEGRO CHILD BY PROVISION OF CREATIVE-STIMULATING CONDITIONS. SEGREGATED SCHOOLS GENERATE A FEELING OF INFERIORITY AMONG NEGROES THAT WILL AFFECT THEIR HEARTS AND MINDS IN LATER LIFE.
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Harvard Univ., Cambridge, MA. Graduate School of Education.
Identifiers: CAMBRIDGE; MASSACHUSETTS; NEW YORK; New York (New York)