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Published online by Cambridge University Press: 01 July 2024
There is a tough question in the sociology of law facing the nation. It is: To what extent is the inferior education of Negroes due to a failure to enforce the fourteenth amendment, which requires that the states must treat all its citizens equally and without discrimination? There may be more felicitous phrasings of the problem, but this puts it bluntly.
Author's Note: This is not a review in the usual sense of that term since it makes no effort to criticize the studies for their design, their methodology, or their presentation. It accepts their conclusions at face value, and seeks to show their implications for the sociology of law as it relates to the issue of school segregation and school desegregation in the United States.
1. R. Williams & M. Ryan, Schools in Transition (1955).
2. Bell v. School City of Gary, 213 F. Supp. 819, 829 (N.D. Ind. 1963).
3. See, Commission on Law and Social Action, American Jewish Congress, “The Courts and De Facto Segregation” and “Application of Constitutional Principles to De Facto Segregation” (1964). See also U.S. Commission on Civil Rights, Racial Isolation in the Public Schools, Legal Appendix, p. 219ff. (1967).
4. See, A. Rose, De Facto School Secrecation (1965).
5. K. A. Taeuber, Negroes in Cities (1966).
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