The Date Is: September 11, 1950

Desegregation in DC

The Fight Begins Motivating Factors in the movement to end segregation in DC: 1) Ideology of World War II 2) Embarrassment of segregation in the national capital The Segregation in Washington Report Authored by the National Committee on Segregation in the Nation’s Capital Key Members: E. Franklin Frazier, Charles H. Houston, Mordecai Johnson Released in December 1948; Detailed study of: Inferior job opportunities and low pay for blacks Non-admittance to restaurants, hotels, theaters, stores Police discrimination and unequal treatment in the courts Harmful effects of overcrowded and segregated housing and schools

Desegregation of Housing and Public Accommodations Hurd v. Hodge (1948) Challenge to restrictive covenants in DC housing Argued by Charles Houston DC District Court and Court of Appeals upheld the covenants 1948: The Supreme Court rules that the covenants are Unconstitutional The Lost Civil Rights Laws Laws passed by the Territorial Gov’t during Reconstruction; Banned racial discrimination in public accommodations 1950: Mary Church Terrell (at age 87) led a group that was refused service at Thompson’s Restaurant (14th and E) 1953: The Supreme Court decides that the “lost” laws were still valid; This ended segregation in public accommodations; Soon afterwards, playgrounds and pools were also desegregated

Charles Houston Mary Church Terrell

Unequal Schools Inequality Statistics: School Spending: $160/white student; $120 per black student Student/Teacher Ratio: White Schools—34:1; Black Schools—39:1 Black schools were overcrowded and mostly old and dilapidated December 1947: While several brand new schools for white students were under construction, the school board announced that five old white school buildings would be transferred to the black school system This led to a week-long school strike by black families September, 1950: Eleven black students attempted to enroll at the sparkling new white junior high school, John Phillip Sousa, and were denied admission Howard law professor James Nabrit sued the school system on the black students’ behalf, in the case of Bolling v. Sharpe

John Phillip Sousa Junior High School

School Desegregation In 1952, Bolling v. Sharpe was one of several school desegregation cases that were consolidated with Brown v. Topeka Board of Education Unlike many places in the South, DC immediately complied with the decision in Brown: In September 1954 black and white students began attending school together, with very little protest Effects of integration: “White Flight” to the suburbs Within two years of integration, DC had a majority black population for the first time Advent of “tracking” for struggling students Continued inequality in schools—public schools were effective in wealthy areas; ineffective in poor areas Symbolic importance

Discussion Questions: 1) Do you have any preference for white teachers vs. minority teachers? Explain your answer. 2) Paul’s student body is almost entirely African American and Hispanic American. Do you feel this has impacted your education, either positively or negatively? Explain your answer. 3) What more do you think can/should be done to ensure that DC’s schools are racially diverse?

Reminders: End of Unit Schedule Wednesday, March 15: Review Day Friday, March 17: Unit 2 Test Monday, March 20 & Wednesday, March 22: Frederick Douglass House Field Trip Tuesday, March 21: Work Day for Unit Assignments Thursday, March 23: Field Trip Reflection/Unit 2 Project Day