Introduction
Little Rock Central High School is a public high school located in Little Rock, Arkansas. After the US Supreme Court declared that racial segregation in public schools was unconstitutional in 1954, the school underwent forced integration in 1957. The school is now fully integrated, with over 67% minority enrolment. The school’s racial makeup was 53% Black, 33% White, 8% Asian, 5% Hispanic, and 1% other races (Besson).
Little Rock Central High School is a well-known public high school with a 90% graduation rate. Central High School students frequently attend the University of Arkansas, Arkansas State University, and other institutions. This paper looks into Central High School’s current situation: its reputation and race composition. It examines the integration of minority students at the school since the first nine students of color were admitted in 1957.
The Role of Race and Economic Inequality in Educational Access
In 1954, the United States Supreme Court ruled that segregated schools were illegal. However, change was taking place slowly, and up to September 1957, integration had not occurred. Until then, a group of nine teenagers arrived at Central High School and made the landmark decision of what is well known as Brown v. The Board of Education (Corrigan).
The students walked through an angry crowd that threw objects at them. As they approached the front entrance, the National Guard forbade them from accessing the school, forcing them to return home. The students came back to school on September 29, guarded by federal soldiers, and were allowed to enter. With the Army’s protection, the Little Rock Nine began to attend lessons regularly (Corrigan). The nine students’ ordeal was far from over, as they were bullied, insulted, and intimidated by their white classmates daily.
Race was a significant factor in determining who was allowed to attend particular schools at the time. The first nine students faced strong opposition from their peers, the community, and the legislative branch. The issue of segregation in schools is dwindling, except in a few cases where more resources are allocated to schools populated by a certain race.
There is also a massive gap in education systems where students from poor backgrounds exist. According to research, schools with a higher proportion of pupils from low-income communities had higher dropout rates. The same schools report a higher number of students involved in illegal activities, resulting in suspension and expulsion.
Ongoing Efforts Toward Diversity and Inclusion in Schools
There is an ongoing fight for diversity, inclusivity, and equality in schools. Progress from the ongoing fight has resulted in increased education for students of color. However, enormous disparities in access to higher educational courses, similar career possibilities, and fair compensation persist (Owens).
Today, there is a lot of awareness of integration in schools. Policies promoting integration have been introduced. Practices aimed at addressing racial discrimination and diversity have been implemented. Due to this awareness, many students accept their counterparts from different races. Schools have established that integration is more beneficial to learning for both students and educators.
School and neighborhood segregation are inseparable. Schools reflect segregated areas, while school issues contribute to community segregation. Income segregation among children has grown across schools, school districts, and neighborhoods (Owens). The abundance of school choices causes schools and neighborhoods to split, with schools becoming increasingly segregated from local areas as population diversity develops. White flight into charter schools, private schools, and other school districts has resulted in a significant underrepresentation of white students in the Little Rock education system.
As a result, the district education board has invested the majority of its resources in schools with a high proportion of white pupils to privilege, recruit, and retain white children (Shukur). While this is happening, black students are being educated in deteriorating facilities. White flight has contributed greatly to increasing polarization and segregation in the Little Rock District.
Integration in schools has been pursued as a strategy to reduce the proportion of high-poverty schools and eventually improve students’ performance. Virtual integration is an exciting trend in which students from all backgrounds can communicate via online learning platforms regardless of their physical location. States should consider modifying legislative regulations to foster integration while protecting specific communities (Owens). School integration should benefit all children, regardless of ethnicity or socioeconomic level. Governments should support schools equitably to promote integration and equality.
Conclusion
By enrolling in an all-white school, the Little Rock Nine became vital to the fight for equal educational opportunity in America. The nine kids paved the way for many children of color who followed after them, giving them the same opportunities in life as their white counterparts. In the fight against racism and segregation, the students were forerunners in the civil rights movement.
Racial integration is now a reality, with many school districts and charters actively working to integrate their schools racially and economically. Integration is an excellent method for improving students’ lives and bridging national divides (Noguera). Melba and her classmates can look back at their years of struggle, knowing that they greatly impacted society. Because of these factors, many people of color can live better lifestyles than those working low-wage jobs.
References
Besson, Eric. “Little Rock’s Central High Reflects on 60 Years, but Racial Chasm Persists in District.” Arkansas Online, Web.
Corrigan, Lisa M. “The (Re)Segregation Crisis Continues: Little Rock Central High at Sixty.” Southern Communication Journal, vol. 83, no. 2, 2018, pp. 65–74, Web.
Noguera, Pedro. “Why School Integration Matters.” ASCD, 2019, Web.
Owens, Ann. “Correction To: Unequal Opportunity: School and Neighborhood Segregation in the USA.” Race and Social Problems, 2020, Web.
Shukur, Omavi. “The Inadequate Legacy of Brown.” Arkansas Times, Web.