School segraqgetion involves the separation of children in separate schools because of race.In the era of the civil rights almost 90% of students in public schools were white,while Africn Americans were the biggest group. The law stated that any person who is white and found gathering with African Americans for teaching them to write and read would be punished by being sent to prison for confinement (Reardon, 2016). This long-held belief resulted in Douglass Margaret, of Virginia, Norfolk, a slaveholder before being imprisoned, arrested, and fined when she was found teaching children of color how to write and read at Sunday school in the church. She was a southern white lady who sent to jail for a month.She did not higher an attorney to defend her,instead she defended herself and wrote a book later on the experiences she had.During her defense,she proved that teaching of children of color in the Sunday school at the city was a common practice for a long time .
America, at the time, held a myth nationally that segregation of neighborhoods happened because of distinctions in income , preferences of people at a personal level, and a history of segregation in private (Orfield, 2016). For example, New York neighborhoods experienced segregation mainly because of the history in the 20 th century of a policy to deliberately separate the races put into implementation by the state, city, and the federal government .
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The SCOFUS decision resulted in a positive change in how children of color internalized inferiority feelings as a stigma response to what they went through in a much more segregated society. The ruling happened more than 50 years ago, but similar difficulties are still being witnessed today. As a result of the court's ruling , society at large, led by educators, researchers, and clinicians, are now exploring the effects of stigma on states of emotion and strategies to inoculate and guide students of color from stigma .This is because chilred of color still face stigma despite schools being integarated now (Reardon, 2016).
Laws are vital to society, and without them, it would be very challenging for a society to function. Laws ensure that order is maintained in society. By the organization and structure of laws come predictability and order. People will subsequently feel safe, resulting in social structures that are broad and more productive. Laws also help in putting into place standards. Theft and murder can easily be identified as crimes, but laws also give a framework for putting up society (Orfield, 2016). Laws are also essential in setting up rules on how to solve disputes between different people in society. They provide a system where people can get their disputes to a factor finder who is impartial like a jury or judge.
The law plays a significant role in social integration. A study conducterd in the South Pacific islands, it was discovered that social associations were maintained by a complex system where necklaces, fish, armlets, and yams were exchanged. Such gifts made social ties among people that participated to be more robust and resulted in an integration of the society into a vast social cohesive order. The laws of giving gifts in this particular society was based on the social assumption that it promoted the virtue of sharing.
A forensic psychologist would not support school segregation as they are well aware of its harmful effects. You have repeated yourself. Difference in race policy is usually interpreted as talking about Negro group inferiority. Most forensic psychologists conclude that the teaching of equal but separate has no place in the public education field. Separate education facilities are unequal inherently.
References
Orfield, G. (2016). "Brown" at 62: School Segregation by Race, Poverty, and State. Civil Rights Project-Proyecto Derechos Civiles . Retrieved from https://eric.ed.gov/?id=ED565900 .
Reardon, S. (2016). School segregation and racial academic achievement gaps. RSF: The Russell Sage Foundation Journal of the Social Sciences , 2 (5), 34-57. Retrieved from https://www.rsfjournal.org/content/2/5/34.short .
