Racial identification continues to be a pertinent issue in today’s society. Some posit that this is due to individual conscious development that takes time while others see it as part of ego development (Clark & Clark, 1940).
The study employs qualitative analysis to determine whether skin color is a factor in racial identification among school going children. The researchers concur that children are aware of one’s skin color and that color is used either as a point of differentiation or similarity. It therefore follows that consciously, preschool children are aware of racial differences and their choices are based on “wishful activity” on what they like or dislike about light, medium and dark skinned children (Horowitz, 1939). Discrimination and segregation at the preschool level is not only an indication of awareness of these differences but also an objective awareness of one’s color. There is however a paradox as the children grow since they also start to consider other aspects such as physical characteristics and social factors which poses problems when understanding their personalities and the stage of conscious development.
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The impact on the Brown Versus Board of education was that establishing racial segregation among pupils in public schools was illegal since this propels the conscious development of discrimination among children. Moreover, public facilities are established for both black and white students to provide equal opportunities in regards to education. Conversely, segregation circumvents the ‘equal protection clause” contained in the 14th amendment which is meant to ensure just treatment of all American citizens (Orfield & Eaton, 1996). As such, the Supreme Court ruled that services in public schools should be integrated and uphold since color separation does not imply children are not equal.
References
Clark, K. B., & Clark, M. K. (1940). Skin color as a factor in racial identification of Negro preschool children. The Journal of Social Psychology , 11 (1), 159-169.
Horowitz, R. E. (1939). Racial aspects of self-identification in nursery school children. The Journal of Psychology , 7 (1), 91-99.
