Minority Rights Revolution The Civil Rights movement of the 1960s brought about several concordant social changes in the United States. What began as primarily an attempt to liberate African-Americans from continued systematic oppression in the form of school segregation Jim Crow laws turned out to be as much of a boon to American women and minority groups other than blacks, especially Latinos. Among the issues shared in common by all oppressed groups include voting rights, equal access to education, and equal employment opportunities. Creating social programs and institutions to provide especially for the needs of all minority groups was a logical extension of the Civil Rights movement, which appealed to women and Latinos as well as to African-Americans. The design of blanket-institutions and legislation was definitely a step in the right direction, as oppressed groups do suffer from similar forms and consequences of discrimination. However as John D. Skrentny points out in his book Minority Rights Revolution, the needs and experiences of women and Latinos differed in some significant ways from the needs and experiences of African-Americans. As the author states in the book's introduction, "Being analogous to blacks served as an initial classification, but groups retained distinctiveness. Equal opportunity meant different things depending on the group in question," (Skrentny13). Moreover, not all minorities are visible minorities; in most cases it is be easy to distinguish a woman from a man, or a black person from a white person, but especially within the Latino community, skin color is not necessarily a feature of the minority group. Also, Latinos in particular have had to deal with different types of discrimination based on language, while women have contended with deeply-rooted social prejudices and stereotypes against their entire gender, prejudices that transcend race or ethnicity. Therefore, the creation and evolution of social programs...
Bilingualism remains at the heart of the minority rights debate and the current quandary over immigration laws. Although many African-Americans are bilingual, bilingualism and linguistic discrimination remain outside of the experiences of the majority of African-Americans. Therefore, programs and initiatives related to bilingualism had to evolve separately from those that pertained to blanket civil rights issues. In some cases, civil rights policies for blacks "also had legacies that were crucial in providing opportunity for advocates of bilingual education, (Skrentny 181). Among the direct contributions of the African-American civil rights movement on bilingualism include clarifying the role of the government and the place of public policy. Like blacks, Latinos could be easily classified as a minority group and could therefore be treated by the government similar to African-Americans in terms of the creation of policy initiatives. Second, Skrentny notes that the "black civil rights movement left a legacy for education policy for the disadvantaged," especially after the landmark Brown v. Board of Education decision (181). Not only did Brown v. Board of Education set the legal precedent for the elimination of overt discrimination in public schools, but the decision also helped change social norms and general American views of minority rights. Finally, the author states that the "most important" impact…
Title IX and its Impact on Collegiate Athletics Among the more influential pieces of federal legislation to spring forth from the heady days of America's civil rights movements is Title IX of the 1972 Education Amendments. This critical provision, officially found under Section 20 of the United States Code, states unequivocally that "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied
The Social issue Even if all colleges and universities correctly apply Title IX to give men and women equal opportunities, which may not be sufficient to meet Title IX's proportionality requirements. Title IX has only been in effect about 35 years; not sufficient to effect a cultural change for women and sports. Therefore, it is to be expected that women may not seek to participate in sports at the same level
S. Congress went ahead and passed the Civil Rights Restoration Act of 1988, furthermore recognized as the Grove City Bill, over a rejection by President Ronald Reagan (Priest, 2003). That rule abolished Grove City College v. Bell and then made the bill plainly obvious that if any part of a school makes the decision to accept federal aid, then every part of the school will then be subject to Title
To that extent, an attempt is made to get a balanced legal perspective by employing at least two bodies of legal expertise. Ann Weatherall, like Harrimon, will be utilized to gain a supporting and, or, contrasting social, environment, political and relationship perspective on gender equity. Weatherall approaches the issues by looking at several different facets of information than does Hariman. In this way, we get an expanded view of those
Ancient as Egypt Title IX of the Education Amendments of 1972, 20 U.S.C.S. § 1681-1688 law established in 1972 was a groundbreaking law prohibiting sex-based discrimination in much of education. 20 U.S.C.S. § 1681(a) states that "no person in the United States shall on the basis of sex be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving
Awareness of legal considerations and implications can help educators follow what the law requires and avoid legal entanglements (Imber & Van Geel, 2004). 4. How are legal issues and financial issues related in education? Legal issues are related to financial issues in education because if the school gets sued for a legal infraction committed by a staff member, then the school could end up in serious financial trouble. Schools have very
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