The Effects of School Integration
Thomas Allen
Adherents of school integration promote the integration of public schools to raise the self-esteem of Blacks and, by that, eliminate the academic gap between Blacks and Whites. Furthermore, integration should lead to better race relations.
At least the self-esteem of Blacks has been raised. Now, no other racial group approaches the self-esteem of Blacks. Yet, the academic gap between Blacks and Whites remains as far apart as ever. Moreover, race relations have only improved by Whites becoming self-hating racial nihilists, many of whom are consumed with political correctness and wokeism. Many Blacks despise Whites more than ever. (How can any self-respecting Black, or any other person, respect any White person who hates his own race so much that he wants to genocide it?)
Along with its failures to close the academic gap, integration has brought many other undesirable effects. The following is a list of some of these effects.
– Integration has caused many Whites to flee cities in large numbers. As a result, many major cities have become majority-run Black cities with the accompanying deterioration.
– Integration has increased interracial marriages, and, thus, is genociding the American Negro.
– In integrated schools, Black girls suffer from White girls taking away potential boyfriends. (These White girls need to explain why they want to genocide Blacks.)
– Once the student body becomes about 20-percent Black, Black culture and customs begin to dominate, and the school is lowered to the level of Blacks.
– Instead of Whites making Blacks better students by becoming a model for Blacks, Blacks become a model for Whites. Consequently, many Whites begin acting like Blacks.
– Although integration is supposed to raise the academic standards of Blacks, it has failed to do so. Not only has it failed to raise the academic standards of Blacks, but it has also often lowered the academic standards of Whites.
– Blacks in integrated schools often have lower test scores than Blacks in predominantly Black schools. Thus, Blacks in integrated schools often feel more intellectually inferior to Whites than do Blacks in predominately Black schools.
– Although integration offers some academic advantages to the more intelligent Blacks, it demoralizes the less intelligent Blacks. (The less intelligent Blacks far outnumber the more intelligent Blacks.)
– Though standard test scores for Blacks have risen during the era of integrated schools, the rise was similar for Blacks in integrated schools and Blacks in predominantly Black schools. Therefore, integration is not the cause. Nevertheless, the gap between Black and White students remains about the same no matter whether Blacks are in integrated schools or predominantly Black schools.
– At least, integration has shown that Blacks do not need to be in integrated schools to learn. Further, they do not need to sit next to a White person to learn. They can learn just as well, if not better, in a predominantly Black school. (Although they will not admit it, most integrationists believe that Blacks are so inferior that they cannot learn unless they sit next to Whites.)
– Integration has led to a large number of Blacks dropping out of school before they graduate — especially when they attend schools in White neighborhoods.
– Integration leads to the resentment of Black parents about their children being disciplined more often than White students.
– Also, integration has reduced role models for academic success for Blacks because fewer Black adults teach Black students. Often, Black students do not relate to White teachers.
– Frequently, integration removes teachers from the neighborhood in which they teach, i.e., the teachers live in one neighborhood and teach in another. Thus, teachers are less involved with their students. Under segregation, Black teachers were part of the Black community, remained in contact with parents, and provided Blacks with the support that they needed.
– Integration destroys community cohesion, especially for Blacks, as students are assigned to schools outside their community. This is also true for Blacks when Whites are assigned in large numbers to previously Black schools.
– Moreover, integration has led to school systems working so hard to achieve integration that they neglect the children.
– Integration has taught many Blacks that integration is not necessarily the best means for achieving quality education for their children. However, integrationists, White and Black, such as the NAACP types, have never learned this lesson — probably, because of their low opinion of the common Black.
– Also, integration leads to the disdainfulness of Blacks for the paternalistic attitude of White integrationists, who believe that Blacks cannot learn unless Whites are in the classroom and cannot succeed without the company of Whites.
– Further, integration raises the racial consciousness of Blacks and causes Whites to have a more negative attitude toward Blacks. Accordingly, integration reinforces Blacks’ stereotypes of Whites and Whites’ stereotypes of Blacks. (Studies have shown that 75 percent of racial stereotypes are at least partially accurate and 50 percent are completely accurate.)
– Although integration has failed to reduce White prejudice toward Blacks, it has increased Black prejudice toward Whites.
– Overall, Whites students have suffered from integration. Black students are a bad influence on Whites. Moreover, academic standards have been lowered to accommodate Blacks, who on average are less intelligent than Whites.
For the most part, nearly all the predictions about the great results of school integration that the integrationists made before the Civil Rights Bill of 1964 was enacted have turned out to be wrong. The opposite of what the integrationists predicted has come to past, which the opponents of the law predicted would happen.
Reference
Wolters, Raymond. Race and Education, 1954-2007. Columbia, Missouri: University of Missouri Press, 2008.
Copyright © 2022 by Thomas Coley Allen.
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