60 Years After Brown V. Board Of Education
Mr. Speaker, I rise today to discuss the impacts of Brown v. Board of Education and desegregation of schools in the United States. This landmark case outlawed segregation in America, and defied one of the ugliest longstanding…
Mr. Speaker, I rise today to discuss the impacts of Brown v. Board of Education and desegregation of schools in the United States. This landmark case outlawed segregation in America, and defied one of the ugliest longstanding manifestations of racism in America: the legal, physical separation of children in schools. It has been over 60 years since the Supreme Court's decision in Brown v. Board of Education desegregated our schools, yet an achievement and opportunity gap remains among our minority and low- income students.
As Members of Congress who represent communities of color, the purpose of today's special order is to highlight this landmark court case. However, I must also highlight that there is still not economic and social parity in many of our Nation's schools. There is a crisis which still exists today that America must address. We must focus our efforts on closing the achievement gap in the STEM disciplines.
As the first female and first African American Ranking Member of the House Science, Space and Technology Committee, this is an issue that is very serious to me. As a United States Congresswoman for over 20 years, I have fought to provide increased opportunities for minorities to pursue careers in STEM. This is much more than a question of equality. We have a vast, untapped pool of talent in America, and this pool is continuing to grow. It is estimated that by 2050, 52 percent of the U.S. population will be from underrepresented minority groups.
Our ``Nation's Report Card,'' by the National Assessments of Educational Progress, demonstrates that students from underrepresented minorities are falling behind in math and science as early as 4th grade. At the Post Secondary level, even though students from underrepresented minorities made up about 33 percent of the college age population in 2009, they only made up 19 percent of students who received an undergraduate STEM degree; less than 9 percent of students enrolled in science and engineering graduate programs; and barely 8 percent of students who received PhDs in STEM fields. Frankly, all of these numbers are much too low.
I also must underscore the important role that community colleges play in providing STEM degrees for minority students. 50 percent of African Americans, 55 percent of Hispanics, and 64 percent of Native Americans who hold bachelor's or master's degrees in science or engineering attended a community college at some point. We cannot afford to ignore the role of community colleges when looking to close the achievement gap in the 2lst century.
In the same spirit in which Thurgood Marshall fought to end segregation in our schools, we must now work to achieve parity for all racial groups in the sciences. We have to drastically increase the number of African American students receiving degrees in STEM disciplines, or we will undoubtedly relinquish our global leadership in innovation and job creation.