Segregation and African Rights, Essay Example

In his article, Du Bois makes an argument that separate schools for African Americans are needed, as they are “necessary for the proper education of the Negro race“(328). His argument is based on not racism, but the assumption that only African American teachers can be sympathetic enough to tech Negroes. The argument is at least questionable: there is little proof for the positive relationship between class and race equality of teacher and pupil and learning outcomes. Interestingly, the author also states that the Color Line is becoming a softer one, and the article was written back in 1935. That stated, it is interesting that the author found it a better approach to address the issue of diversity through accommodating students’ differences in school, instead of aligning policies that focus on integration. Before the human rights movement, however, this was the most common argument, and many policymakers and educators are happy that the views of institutions and the public changed on the matter. Back in the 30-s, according to Du Bois,  race relations did not allow the abolition of school segregation, and today they do. Segregation based on social status and income still exist, and racial inequality has not fully disappeared.

The main issue that the author covers is racial inequality. Based on the view represented in the article, if Blacks were allowed in elite universities, it would not serve their interest, and they would be more likely to be crucified than educated. The problem, therefore, was not in the segregation, but its source: social injustice, racial prejudice, an inequality. In some universities – according to the author – Negroes were admitted, but not welcomed, and this resulted in students of race being more disadvantaged by the education system designed for whites than they would have been in a segregated school. No matter how sad is: that statement was true in the 1930-s America. One of the main issues that the article covers, which is still not discussed by mainstream media is the impact of the public opinion on minorities’ self-concept. As Du Bois (330) states: “as long as American Negroes believe that their race is constitutionally and permanently inferior to white people, they necessarily disbelieve in every possible Negro Institution”. The sense of inferiority – in my opinion – is still deeply embedded in minorities, and – while they are just as capable of achieving the same academic results  – they are held back by the misconceptions of their race that they started to believe in.

The question of self-belief and self-doubt is something that should be examined today, as well. The sense of inferiority might be one of the reasons for lower achievement of minority children, instead of their lack of ability, language skills, or stable family background. Eventually, equal opportunities are provided for all children in America on paper, however, there are more than one determinants of academic and professional success. Another important question that the author asks is: how much are schools suited for diverse pupils and students? Back in the 1930-s, colleges and universities designed for Whites were not at all relevant to Blacks. The question we should be asking today is: how suitable courses are for minorities in the United States today? How does the education system of the United States address diversity and accommodate minorities? I believe that if policymakers asked and tried to answer the above question, the quality of education provided for Blacks and Latinos would eventually improve.

Du Bois, WE Burghardt. “Does the Negro need separate schools?.” Journal of Negro Education(1935): 328-335.