This document provides a summary of modern discrimination in education. It discusses key concepts like the American Dream, minorities, and white privilege. It analyzes the landmark Brown v. Board of Education Supreme Court ruling in 1954 that declared separate schools for different races to be unequal. However, it notes that true integration has been a slow process, and schools have resegregated in recent decades. Segregated schools tend to be underfunded and provide fewer academic resources and opportunities to minority students. The document examines racial disparities in access to advanced courses, teacher experience, and academic achievement between white and black students. Overall, it argues that despite Brown v. Board, discrimination and unequal opportunities in education persist and negatively impact minorities.

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Modern!Discrimination!
In!Education!
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Special!Topics!in!PSC!4V94!
Dr.!Brown!
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February!14,!2016!
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By:!Jacqueline!Z.!González!
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Table!of!Contents!
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Title!Page......................................…………………………………………………………………………………1!
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Table!of!Contents…………………………………………………………………………………………………...!
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Introduction…………………………………………………………………………………………………………..!
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The!Concept!of!the!American!Dream…………………………………...……………………………...3!
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Body……………………………………………………………………………………………………………………...!
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The Harsh Reality……………………………………………………………………......3!
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What and who are Minorities?.................................................................................................................4!
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White Anglo Saxon Race make up the Majority……………………………………………………4S6!
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Over!sixty!years!since!Brown&v.&Board&of&Education…………………………………………...6S7!
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Three Decades of Trial and Error…………………………………………………………………………7S9!
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The Problem with Separate Education………………………….……………………………………9S10!
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Uneven Academic Financing in School Districts……………………………………10-11
Not all States are Grossly Disproportionate………………………………………....11-12
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African American Vernacular English ………………………………………………12-14
Segregation now and how it used to be………………………………………………14-15
Will Struggle Going to College……………………………………………………..15-17
Why are these Injustices so Grossly Quantifiable?......................................................17-18
Conclusion………………………………………………………………………………….
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Gaps in Education will Prove Especially Problematic……………………………...18-19
Work Cited……………………….…………………………………………………..20-21
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The concept of the American Dream has been embedded in us as a nation since
our founding fathers wrote the Declaration of Independence:
We hold these Truths to be self-evident: that all men are created equal;
that they are endowed by their creator with inherent and certain
inalienable rights; that among these are life, liberty and the pursuit of
happiness. That to secure these rights, Government are instituted among
Men, deriving their just powers from the consent of the governed, --That
whenever any Form of Government becomes destructive of these ends, it
is the Right of the People to alter or abolish it, and to institute new
Government. ("The Declaration of Independence")
Undoubtedly, the harsh reality of history did not occur in such a way. America
was unique because we began as a democratic nation. “Democracy is a form of
government in which the supreme power is vested in the people and is exercised directly
by them” (“Dictionary”). Today, the concept of how we think about racial differences is a
sort of taboo, and not vocally acceptable in a discussion. Yes, we are particularly
different from the outdated forms of discrimination. Society would never announce its
prejudice towards a race. Although, why does statistical data reveal African Americans
are marginalized in all aspects of life? The odds are stacked against them from the
beginning and affect their equal opportunity to succeed in America. One central threat to
African Americans is the school system, which sets them up for failure in all future
endeavors. Even though everyone knows that Brown v. Board of Education outlawed the
allocation of separate facilities for different races, the truth is that it is more complicated
then its bare meaning of equality. In actuality, Brown’s equal opportunity to an education

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has been a passive enforcement of the law, and has not really shown any significant
improvements in education for blacks today. African Americans today are still in many
ways second-class citizens; to ignore these present realities is the benefit of being white
privileged. White privileged is a concept defined by Holladay, a physiologist:
“White skin privilege is not something that white people necessarily do,
create or enjoy on purpose. Unlike the more overt individual and
institutional manifestations of racism described above, white skin
privilege is a transparent preference for whiteness that saturates our
society. White skin privilege serves several functions. First, it provides
white people with “perks” that we do not earn and that people of color do
not enjoy. Second, it creates real advantages for us. White people are
immune to a lot of challenges. Finally, white privilege shapes the world in
which we live — the way that we navigate and interact with one another
and with the world” (“Teaching Tolerance”)
Most importantly, we need to understand who are the minorities. According to the
definition of minorities, “A minority is a: racial, ethnic, religious, or social subdivision of
a society that is subordinate to the dominant group in political, financial, or social power.
They are generally based on one or more observable racial characteristics; most
predominant feature is dark skin” (“Dictionary”). When labeling a person, it is a way to
further define and cue in on their racial and economic background. For example, if you
are black, you may be labeled as low income and a criminal, but not all blacks who are
labeled fit this criteria. According to "The Skin Color Paradox and the American Racial
Order," the professor’s theory was on dark skin African Americans in the United States.

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In her study blacks have shown “lower socioeconomic status, more punitive relationship
with the criminal justice system, and are less likely to hold elective office compared to
their lighter counterparts.” Labeling shows superiority, and can also have a negative
connotation attached to a word. African Americans are the most oppressed minority
groups in the United States. They have suffered past and present forms of discrimination
in society. An interesting physiological study done on minorities who have light
complexion have shown not to be subjected to prejudices, and therefore are not included
to suffer as colored minorities. It is not for one to say that racism does not exist unless we
are in their skin, “Racism is a visceral experience.”- Ta- Nehisi Coates, Between the
World and Me
Currently, White Anglo Saxon race makes up the majority in our country, but the
U.S. Census identifies a growing rate among minority babies that will become the
majority by the year 2043. The United States will no longer have a high percentage of a
dominant race, like whites. The U.S. Census has accounted for 25 states including the
District of Columbia that has a population of 40% minority children under the age of five.
In addition, those percentages under five years old, more then half of them live in poverty
today. Further, African American children have the highest poverty rate and are more
likely to be poorer than all other races. Thus, in the years to come, how will these
economic factors reflect upon society, if they continue at this rate? Further, what is
causing these large economic disparities among the black race? This paper is presented to
shine an un-biased light upon the underlining causes. But instead of giving you a
definitive answer as to the adjustments needed to combat these findings, it rather models,

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and infers the difficulties minorities are likely to face if no political action is forthcoming.
This problem leaves their fate unclear and optimistic.
How might it feel to be in a black body today? Researchers say that white
privilege is a word used to describe the ill ability to comprehend such forms of otherness.
For example, a woman of a light skin color can go to the department store, and choose
from great deal of different shades of makeup for her skin tone. On the contrary, a person
of dark color only has a limited choice, best-case scenario two dark shades. Most light
skinned people would not notice the lack of products in the makeup counter because they
are not a person of color. Or perhaps, has anyone gone to the store to get a Band-Aid for
a laceration, which is supposed to blend in to the color of the skin. A person of color can
never find a Band-Aid to match their skin tone. Furthermore, you might be the light skin
girl walking home from the gym, and you are made aware of a dark man in a hoodie
walking your way. Your reaction causes him to notice your change of pace and your
sense of cautiousness, but you did not realize you are doing that. It was an instinct that
your unconscious mind reacted to. This is when one realizes that the person the guy is
talking about in your African American Politics class could have been you. So what does
one do? Where does this prejudice come from? Realizing that you would probably not
have done it if it were a person one perceived as good looking and happened to be light
skinned. Is this flawed? According to "The Skin Color Paradox and the American Racial
Order", physiological studies of these reactions are normal. They believe it comes from a
lack of assimilation. Hence, they may not have had constant contact with people of
different races causing an adverse reaction. The importance is placed on the lack of
integration of mixed races. The study says that if people were more assimilated, there

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would have less foolish behavior. Whites are most likely to have a mass concentration of
exposure to their own race, and the lowest exposures to other races (Gebreyes). As early
as middle school, children have shown only to converse with their own races ("Talking
Race"). Sadly, people who are white and privileged show their ignorance and are not able
to sympathize because they have less contact with blacks and other minorities in general.
Thus, people who ignore these statistical disparities have not helped improve educational
opportunities for black Americans.
It has been a little past sixty years since the landmark case Brown v. Board of
Education (1954) in which the Court decided separate schools for different races was
inherently unequal. The judges reached a unanimous verdict in the case of 9-0 ruling.
This case confirmed an expectation of equality among all races in the U.S. Constitution.
The Fourteenth Amendment now made it illegal to racially segregate. The problem was
that although the Supreme Court mandated change they did not disclose a method of
reaching such goals; all that was mandated was integration “with all deliberate speed.”
Brown v. Board of Education (1954) included A Doll Test that was used to show the
courtroom proof that separate but equal school practices were not equivalent like they
had inferred. Its implications made black children feel inferior. The well-known
psychological Doll Test by Dr. Kenneth Clark, included black children from ages three to
five, who were asked a series of questions. The children were to identify either a colored
doll or a white doll that was to fit the criteria they asked. In conclusion, black children
correlated positive characteristics with the white doll and negative ones towards their
own race. Therefore, if separate, but equal was identical then why are these children
showing the adverse reactions?

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Today, there have been reproductions of the same test, and results were almost the
same as the original “Doll Test” done in the 1940’s. Psychologists say, “The Clark Doll
Test” illustrates the ill effects of stereotyping and racial segregation in America. It
illustrates the damage caused by systematic segregation and racism on children's self-
perception at the young age of five” ("Stereotypes and the Clark Doll Test"). Toni
Morrison says, “Never forget that we were enslaved in this country longer than we have
been free.” This quote is bear and true, realizing that blacks have only recently been free.
Today it is not only an understanding by many black people, but it is a known fact talked
about by many politicians running for president today. Hillary Clinton and many other
candidates have talked about ways to fixing the underlining causes of black disparities in
America. In their speeches they leave this sort of inferred prejudice that is in the world
today. Hillary Clinton speech on April 2015 said that, “there is something profoundly
wrong when African Americans men are still far more likely to be stopped and searched
by police, charged with crimes and sentenced to longer prison terms then meted out to
their white counterparts” (“HILLARY: There's an 'undeniable' pattern in police-involved
deaths across the US”).
After Brown, it took three decades of trial and error in order to get forced
interrogation at some sort of a balance. In 1964, 99% of public schools were segregated,
although by 1971 schools were integrated more then ever before (Reardon). “In 1970’s
only about 25% of black students attended intensely segregated schools ("E
Pluribus...Separation: Deepening Double Segregation for More Students").
Problematically, state mandated integration has slowly been lifted. Since the year 2000
the courts ruled that desegregation was never intended to be permanent (Reardon).

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Therefore, once the schools have shown a mix race composition of blacks and whites, the
schools could in fact be released from mandated federal oversight. Over 750 school
districts that were once mandated by the courts now are not mandated. Now more than
half of the schools are not under scrutiny by the district court.
Since then, the federal government has weaned from mandated integration.
“Nationally, the achievement gap between black and whites, which greatly narrowed
during the era in which schools grew more integrated, widened as they became less so”
(The Atlantic). Black students by their middle school year have shown a three-year
education gap in comparison to whites ("Segregation Now: The Resegregation of
America’s Schools"). Of those schools released from forced desegregation orders, at least
more than half of blacks are now attending apartheid schools, which is a one percent
population of whites in the entire school population ("Segregation Now: The
Resegregation of America’s Schools"). Where in 1988 there were 2,762 apartheid schools
in the nation, and in 2011 there was a total of 6,727 schools ("Segregation Now: The
Resegregation of America’s Schools"). Of course, some states like: Mississippi, Virginia,
and Louisiana have shown a more predominant trend towards re-division of races. A
study by the University of California at Berkeley was conducted on 8,258 African
Americans, which they have followed throughout their academic life. The results were
that blacks that attended a mixed racial school were more likely to graduate, go to
college, and earn a degree versus people that attended a high minority institution (The
Atlantic). It also showed positive repercussions throughout the Anglo social atmospheres,
where whites that had attended an integrated school were more likely to integrate: at
work, neighborhoods, and even send their children to racially diverse schools (The

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Atlantic). It was noted that whites were not affected by integration as they functioned and
produced academically the same. The ruling in Brown v. Board of Education said,
“Education was perhaps the most important function of state and local governments and
that the integration of schools was essential to the integration of black citizens into
society as a whole.” This has proven to be true.
The problem with segregated education is that they are not coequal nor have they
ever been. Education is one of the most sought out ways to succeed in life. In reality,
minority schools fall short in academia, hold the greatest amount of suspension rates,
have increased drop out rates, and are the gateway to incarcerations. Minority schools are
institutions that hold a considerable amount of racial minorities. An important fact to note
is that African Americans have the highest amount of low socioeconomic wealth in this
country. Therefore, those children already going to poor schools are poor themselves.
The schools also have less funding per-pupil at their facility. Less funding means fewer
resources for their school. The National Center for Education Statistics states that public
schools are about 50% funded through local property taxes. Therefore, if the community
has low property tax then too often the school will have fewer funds for books, advanced
courses, etc. The U.S. Department of Education Office for Civil Rights published
“College and Career Readiness,” reporting that fewer than half of the black American
population had full access to a range of math and science courses that are needed. These
courses include: Algebra I, Algebra II, Calculus, Biology, and Physics. In comparison,
71% of the white population had access to a full range of all those courses. This was part
of their Civil Rights Data Collection from 2011-2012, which was the first ever-public
accessible data in the United States. The collection also shows that African-American,

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Latino, Indian and Alaska Native students attend schools with higher concentrations of
first- year teachers than whites (Toppo). Other data show that in schools where poverty is
rare, there tends to be better funding ("A Research Synthesis / Unequal School Funding
in the United States"). Ironically, where do most of the poor rated school districts fall?
Most school districts with inferior academic scores are institutions with low
socioeconomic statuses. Therefore, who are the people with the lowest capital? African
Americans (Bureau).
In response to the uneven academic financing in school districts with property tax,
our own state of Texas became involved. The Edgewood Independent School District of
San Antonio filed to challenge the constitutionality of equal funding in education. The
case of San Antonio v. Rodriguez (1973) was fighting the dilemma of using property
taxes for funding schools. Rodriguez, the appellee fought on behalf of Edgewood
Independent School District. The poorer districts received inadequate funding versus
their neighboring districts. Edgewood ISD property wealth was $38,854 per student. In
contrast, a wealthier district, Alamo Heights ISD was at $570,109 per student
("RODRIGUEZ V. SAN ANTONIO ISD"). The question to the court was, did the
funding gap of schools violate the 14th
Amendment right to equal protection? The Court
concluded that education was not a fundamental right drafted in the U.S. Constitution.
Therefore, this situation was not examined under the strict scrutiny clause, like Rodriguez
had hoped. The Court’s rationale pointed to the fact that they did not discriminate among
all underprivileged populations in Texas. As we have stated, statistics have noted
otherwise, and minority schools underperform in almost all aspects; therefore,
discriminating against the majority of minority populations. If you are of low

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socioeconomic status you are most likely a minority, as was the case in Rodriguez, a
minority school of Hispanics. Students in poverty and those who are members of racial
minority groups are overwhelmingly concentrated in the lowest-achieving schools in the
nation. “For example, in California black students are six times more likely than white
students to attend one of the bottom third of schools in the state, and Latino and poor
students are nearly four times as likely than white students to attend one of the worst-
performing third of schools” ("The Fight for Educational Opportunity from Plessy to
Rodriguez"). Knowing statistical data and the landmark case in Brown v. Board of
Education how can this be, if schools are obviously separate and unequal? Didn't the
underprivileged deserve a protection from discrimination?
We all know that not all schools are as grossly disproportionate with only one
race. We do have mix racial schools; it is the 21-century after all. The dilemma arises
when there is an explicit racial gap in honors courses taken by certain racial
demographics. Blacks that have been in mix racial schools, yet are still not taking part in
advanced placement courses, and are thus not receiving the same quality education.
“Research shows that students who succeed in rigorous course work such as Advance
Placement are developing college-level knowledge and skills while still in high school”
(College Board). Before 2013, there was around 69% percentage of advanced placement
courses offered at high schools throughout the United States ("Fast Facts"). Along with,
the 40% of Blacks and Hispanics that were offer a gifted and talented program; only 26
% were enrolled ("Civil Rights Data"). In opposition, 50% of the whites students that are
offered gifted programs at their schools have shown to increase enrollment in advanced
programs. Of those 50% students who are offered gifted programs, 60% actually enroll.

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This trend shows that fewer blacks are enrolling in advanced courses. Therefore, this
shows that when blacks have the chance to take an advanced course they are not taking
the opportunity; where as, white students tend to extend their enrolment when offered
advance courses. In conjunction to the problem, minorities are less likely to attend a high
school that offers college prep courses. This is partially due to the lack of funding in
minority schools. “About one-quarter of high schools that serve the highest percentage of
black and Hispanics don't even offer second year algebra” (The Atlantic). The Civil
Rights Data also found a difference in graduation rates with blacks attending a minority
school. Surprisingly in 2013, only 50% of the African American students graduate,
leaving the other half without a diploma. White student, on the other hand, graduate at a
rate of 83%. Today, 74.1% of black children attend a minority school ("Civil Rights
Data"). Knowing what we know about these schools, it is no wonder why there are such
disparities between the blacks and whites. Minority graduation rate in total is at 60%.
Although not enough research is compiled on this issue, some data suggest a connection
with not taking a higher placement course and students with language deficiencies ("Civil
Rights Data").
African American Vernacular English is a type of English dialect most
predominantly used by African Americans. It is a distinct sort of slang that is considered
improper in academia, career, or even interactions amongst other races. Given the
disapproval of this unique English, it has not been acceptable in any educational
profession. Blacks have commonly used code switching, which is a learned concept. It is
changing from the “slang language” to “proper English,” when it is deemed appropriate
for that setting. Code switching is used by people who speak both African American

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Vernacular English and English. For example, one may speak a certain way to their black
community, but switch to plain English at their place of work. Unfortunately, some may
not know how to code switch, making it harder for them to be successful in an academic
environment. Therefore, when students use it, they may be labeled with a language
disability at school. Many schools have special programs for speech and language
deficiencies, and are having these students placed there. Additionally, a high percentage
of African Americans and Latinos are enrolled in English language programs helping
them learn how to speak, read, and write correctly ("Civil Rights Data"). Although
putting them in this class might help them to speak properly, it is not the same as a
traditional classroom. It lacks the essential material learned in a classroom ("African
American English"). This special language is what makes them unique and our nation
rich in cultural diversity. However, the “incorrect language” they hear and speak
everyday is suddenly considered a deficiency when entering into the academic world.
President Obama has been caught using African American Vernacular English in several
of his speeches, and has been scrutinized by the white population. This is just to show
that although these students may not speak “correctly,” it does not mean they are not as
articulate as other children. Students may be assigned to special needs or speech language
classes out of their classroom to help them learn how to speak correctly (PBS). This
might be one of many underlining causes in achievement gaps with black children,
contributing to their lack of enrolment in advanced courses or their being held back a
grade.
Blacks in language disability courses are only 2% of the ones enrolled in an
advance placement course ("Study: Minority, Low-Income Students Lack Adequate

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Access to Educational Opportunities"). Placing a child in special education incorrectly
has also shown to increase their misbehavior because of boredom. They are not being
challenged in these special courses ("African American English"). Teachers believing
they are not as bright as other students because they speak differently can cause many
adverse affects. Besides the obvious, it can psychologically hurt the child’s self-esteem
by having them in a special classroom. Again, further limiting their interaction amongst
other races.
One common misconception is that there is no comparison between segregation
now and how it used to be. The U.S. Department of Education Office for Civil Rights,
states in “School Discipline,” that racial disparity exist in today’s society. First, the data
addressed the suspension of preschool children. Eighteen percent of black students were
enrolled in preschool, but 48% of the children were suspended. In comparison, 43% of
whites were enrolled, but only 26% were under suspension ("Civil Rights Data"). Second
misconception has to do with the over all suspension rates of students of color. Black
students are suspended at three times the rate of white students. Another difference was
with the arrest and referrals, which were made more frequently with black students than
their white counterparts. African Americans made up 16% of enrollees, but in turn were
58% of the ones referred to law enforcement or arrested. The main trend with these
statistics is that African Americans had the least percentage of enrollment in schools
compared to whites, but make up double the percentage expelled from the school system
due to misconduct. What does this say about public schools that are removing blacks
from school systems? These institutions are directing children to our dilemma, with the
high percentage of blacks in our penitentiary system. According to Criminal Justice Fact

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Sheet, “African Americans now constitute nearly 1 million of the total 2.3 million
incarcerated populations.” “African Americans today are incarcerated at nearly six times
the rate of whites” ("Criminal Justice Fact Sheet").
Since the U.S. Department came out with this data, school districts have
transitioned from the zero-tolerance policy, which gave them no opportunity for
correction of misconduct, to a new method called The Restorative Approach program.
The Restorative Approach is meant to allow for apologies for misconduct. The rationale
for this new approach is the hope of narrowing the gaps of the incarceration pipeline
among African Americans (PBS). Another reason for this approach was to improve their
retention, and drop out rates at schools. In 2014, President Obama demanded a change
from the public school districts: “They must adhere to the principle of fairness and equity
in student discipline or face strong action if they did not” (PBS). Although, this is a step
in the right direction, there are still major changes left to combat these gaps amongst
blacks and white students.
It does not take a genius to cue in on the subsequent problem; children with an
unequal education will struggle going to college. What if you were one of these statistics,
a minority with low socioeconomic status? The Department of Education published the
Civil Rights Data Collection in 2011-2012, and in the chapter: “College and Career
Readiness” they collected data in all public schools in the United States. Their overall
purpose was to find out if all students were properly prepared for college after high
school graduation. The statistics were disproportionate again. First there was a lack of
access to core courses nationwide, where 10- 25% of schools lacked access to core
courses needed for college. Unfortunately, high schools with the highest percentage of

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African Americans and Latinos held a 25% of the ones that did not offer Algebra II.
Additionally, one out of three of these minority schools did not offer chemistry.
Normally, Algebra II is needed for entrance into a college math course; if you did not
have access at school, then you would have already started behind the others who were
offered Algebra II. Usually most universities require that you have taken Algebra I & II.
If not you would be placed into a remedial course before being allowed to take the one
required for college graduation. Combined, 40% of African Americans and Latinos have
access to advance placement courses; however, only 26% of the children took those
courses that are offered. The percentages of children being held back in 9th
grade from
the years of 2011-2012 included 12% of blacks and only 4% of whites ("Census: White
Majority in U.S. Gone by 2043"). This imbalance points to these factors that cause the
lack of educational success in black society.
Additionally, is there some other underlining cause in prejudicial factors? After
going through these disparities what are the chances of some of these students going to a
four-year institution? Since most colleges or universities are looking for a student that
shows potential, and if they were not enrolled or are not offered advanced courses, then it
would have to be more difficult in comparison to the others. Today, only 20% of blacks
graduated from a four-year institution ("Civil Rights Data"). Moving above that
threshold, and succeeding still does not guarantee you a job. In 2013, the unemployment
data shows 12.4% black graduates were unemployed in contrast to only 5.6%, the median
range of all other races, including Hispanics. This, according to The Atlantic, points to the
ugly truth that black graduates are more than twice as likely to be unemployed than any
other racial group, including Latinos.

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If racial inequality does not exist why are these injustices so grossly quantifiable?
What does it mean to achieve racial equality? Perhaps they would have equivalent
salaries to one another. According to U.S. Census Bureau, real median household income
by race for 2013 was $60,256 for white and $35,398 for blacks. That is a $24,858
difference in earnings. In 2013, 25.9% of blacks lived below the poverty line compared to
12.9% of whites. That is, blacks are twice as likely to have a smaller wage then whites.
Furthermore, a broader outlook on segregation suggests is that it is declining globally.
This may be deceiving if not focusing on the full picture in all states. Urban America
appears to be worse than it used to be (The Atlantic). For example, Dallas is becoming
less segregated at a 31.8% rate, from 1970- 2010 data collection. New York is
increasingly becoming more segregated at a positive 1.5%. Moreover, taking a closer
look, you might find that Atlanta is becoming more integrated. Although, the fact is that
there is an increasing number of Hispanics and Asians that have moved into white
neighborhoods. Therefore, in actuality the only reason it is more integrated is because
another race has moved in, and not because blacks are taking up more residency in white
areas. This is just one of several states that have shown they are not actually progressing
into integration. Housing and neighborhoods in big populated areas are still, in fact,
racially segregated. Segregation is an issue because it has shown to affect racial
minorities by worsening the effects of poverty, quality of jobs, and unequal education.
Segregation ultimately has the same effects as it once did. Everything for blacks is not
equal if they are being segregated.
“As the percentage of white students in our education shrinks and the percentage
of students of color grow, the U.S. will be left with an education system that does not

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serve the majority of its children properly; the gaps in education will prove especially
problematic” ("Census: White Majority in U.S. Gone by 2043"). The question still
remains: will the U.S. Constitution ever grant the plain understanding of “all men are
created equal” to all citizens of the United States of America? African Americans to this
day are still grossly being treated as second-class citizens. This paper is meant to shine an
unbiased light on education in twenty-first century America. The consequences are that
blacks are not receiving an equal right to an education, hence causing them to be ill
equipped to enter college, let alone compete for a decent career. There is also this
underlying prejudice that society will not admit to. There are too many statistical
imbalances today that have been overlooked. How, after all these years, are we still
allowing racial indifferences? Education is the foundation to who and what we will
become; it shapes us by giving the skills we need to be a successful individuals. If we are
not even afforded an equal chance, what is left? Furthermore, why, after all these years,
are there racial inequalities? Education has shown only small improvements since the
former Brown v. Board of Education (1954) decade. Since education is important, it sets
those without equal education at a disadvantage, giving us these poor statistics we hold
today. The increasing minority population will alter all that we have known from
tradition. How will African Americans fit in with society when they are treated as
second-class citizens today?

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! Work Cited
• "Civil Rights Data." Civil Rights Data. N.p., n.d. Web. 30 Apr. 2016.
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