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 == The Effect of Segregated Education on Negro school children ==  

 This article is the subject of an ongoing deletion vote. I think some of the below is salvageable, given its history notability, so I voted to Clean-Up. But the general consensus is going the other way. So for now I'm parking the whole article here, on the discussion page of Racial Segregation, with the hope of merging the valuable stuff in when I get a chance.    

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 In the article, “Does Psychology Make a Significant Difference in Our Lives?” written by Philip G. Zimbardo, the author boldly asserted that psychology matters in our lives because “our theories, research, and methodologies are serving to influence individual and societal actions.” An instance where psychological research has affected society’s action was shown in the 1954 case Brown v. Board of Education of Topeka, KS when Chief Justice Earl Warren rules, “We conclude that in the field of public education the doctrine of ""separate but equal"" has no place. Separate educational facilities are inherently unequal... To separate them from others of similar age and qualifications solely because of their race generates a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely ever to be undone.” (Aclu MT, 1955) The decision was influenced by Kenneth B. Clark’s effective demonstration that segregated education had a negative impact on Negro school children (Clark, 1939a, 1939b, 1940, 1950). 

 For instance, when 160 subjects (5, 6, and 7 year olds Negro children) were given a Coloring test*, 36 percent of them colored their preferences in white, and 16 percent used a bizarre or irrelevant color. This finding tends to support the assumption that 52% of the subject tends to repress or attempt to escape from the apparently painful fact of the meaning of color differences in American society (Clark, 1950). Further testing shows a striking preference among the black children (44%) for the white doll and a rejection of the brown doll (56%) which led to the conclusion that young Negro children would prefer to be white. Such preferences reflected an awareness of the fact that to be colored in contemporary American society is a mark of inferior status (Clark, 1950). When asked for explanations for the rejection of the brown doll, the children replied, “looks bad all over”, “cause him black—cause his cheeks are colored—it’s ugly”, or “looks bad cause it don’t look pretty”. On the contrary, some explanations for the choice of white doll are such as “cause its got blue eyes—cause its got pretty eyes”, “cause it got pretty hands, eyes, and eyebrows”, or “cause he’s not colored like these—they are the best looking cause they’re white”. It is clear that the expressions are indicative of negative attitudes toward the Negro race (Clark, 1950). 

 In conclusion, Chief Justice Earl Warren’s ruling of desegregation was influenced by Kenneth B. Clark’s efficacious demonstration that segregated education had a negative impact on Negro school children, namely feelings of inferiority, frustration, and rejection. 

  
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 This test consisted of a sheet of paper on which there were outline drawings of a leaf, an apple, an orange, a mouse, a boy, and a girl. A box of crayons, including the usual assortment and brown, black, white and tan, was given to the child. Each child was asked first to color the objects and the mouse in order to determine whether there was a stable concept of the relationship of color to object. If the child passed this portion of the test he was then told: “color this little boy (or girl) the color that you are”. This is _____ (child’s name), color him (or her) the color you are. After this request was complied with the child was then told: “Now this is a little girl, (or boy). Color her (or him) the color you like little boys (or girls) to be”.  
 References 

 Aclu MT (1955). Radio spot: Your Constitutional Rights Retrieved from http://www.pressrecord.com/politic/rights.html 

 Clark, K.B., & Clark, M.K. (1939a). The development of consciousness of self and the emergence of racial identification in Negro preschool children. Journal of Social Psychology, 10, 591-599. 

 Clark, K.B., & Clark, M.K. (1939b). Segregation as a factor in the racial identification of Negro preschool children: A preliminary report. Journal of Experimental Education, 8, 161-163. 

 Clark, K.B., & Clark, M.K. (1940). Skin color as a factor in racial identification of negro preschool children. The Journal of Social Psychology, 11, 159-169. 

 Clark, K.B., & Clark, M.K. (1950). Emotional factors in racial identification and preferences in Negro children. Journal of Negro Education, 19, 341-350.NEWLI