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COMMENTARY: Brown vs. Board, 70 years Later

CINCINNATI HERALD — The law is subject to interpretation. Interpretation of the law lays on the altar of perspective. For example, the recalcitrant White culture encoded Jim Crow laws to defy the rule of the new social order. Blacks, never obsequious, used the intent of the law to fight back.
The post COMMENTARY: Brown vs. Board, 70 years Later first appeared on BlackPressUSA.

Published

2 years ago

June 4, 2024

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By Rev. Norman Franklin | The Cincinnati Herald

Overview:

The Brown vs. Board of Education decision in 1954 altered the social landscape in America, challenging segregation and promoting equality.
Despite progress, current setbacks include extremist rhetoric, restrictive voter legislation, and efforts to prohibit accurate history in school curricula.

The Brown vs. Board of Education decision handed down by the Warren Court in 1954 changed the social landscape in America. Particularly in the southern region where Jim Crow laws mandated separation of the races.

The Fourteenth Amendment armed the former slaves with the constitutional rights of due process of law and equal protection of the law.

The Fifteenth Amendment gave the new citizens the right to vote. [Editor’s note: The 15th amendment, ratified on Feb. 3, 1870, gave the right to vote to all male citizens regardless of their ethnicity or prior slave status].

It was well into the twentieth century before the Fifteenth Amendment was fully exercised. It took decades of struggles, protest and demonstrations, and murder before the apartheid south was bought under the law of the 1965 Voting Rights Act.

Blacks would use the intent of these laws to challenge systemic social and political attitudes prohibiting the exercise of their constitutional rights.

The law was subject to interpretation. Interpretation of the law lays on the altar of perspective. For example, the recalcitrant White culture encoded Jim Crow laws to defy the rule of the new social order. Blacks, never obsequious, used the intent of the law to fight back.

Homer Plessy challenged Jim Crow laws that prohibited Blacks from the use of public facilities, from riding the same buses, and attending the same schools as Whites. Plessy refused to give up his seat to a White man on a train. He was jailed.

The Fourteenth Amendment case, Plessy vs. Ferguson, was argued before the US Supreme Court in 1896. Perspectives interpreted the law. In an 8-1 vote, the Justices upheld Jim Crow.

The majority agreed that the amendment was meant to enforce equality, which they viewed as political equality, but not social. “If one race be inferior to the other socially, the Constitution of the United States cannot put them upon the same plane.”

That perspective of “one race inferior” and separate but equal accommodations, governed well into the twentieth century.

The errant perspective of “intent of the law” employed to uphold separate but equal became the primary argument of the NAACP Legal Defense Team. Charles Hamilton Houston and Thurgood Marshall won a string of victories before the Supreme Court against Jim Crow laws.

They argued the intent of the law to defeat discrimination in institutions of higher education. The separate but equal and equal protection clauses were successfully argued in four cases before the Supreme Court from 1936 to 1950.

The string of victories sharpened the strategic genius of NAACP lead counsel, Thurgood Marshall.

Marshall had five cases before the Supreme Court of the United States in 1952. Each challenged the constitutionality of state-sponsored segregation in public schools.

The Supreme Court consolidated the five cases under Brown vs. Board of Education.

Separate school systems for Blacks and Whites were inherently unequal, Marshall argued, and therefore violated the “equal protection clause” of the Fourteenth Amendment.

He also introduced sociological data from social scientist Kenneth Clark. The data showed that segregated school systems tended to make Black children feel inferior to White children.

The unanimous decision, delivered by U.S. Supreme Court Justice Earl Warren on May 17, 1954, ruled that state-sanctioned segregation of public schools was a violation of the 14th amendment of the U.S. Constitution and was unconstitutional. Chief Justice Warren stated, “We conclude that in the field of public education the doctrine of ‘separate but equal’ has no place. Separate educational facilities are inherently unequal.”

The decision changed the landscape of public education and gave the name of Thurgood Marshall a coveted place in history. We pause to celebrate his legacy of audacious genus; we pause to celebrate 70 years of the transformative Brown vs. Board of Education decision.

But we can only pause. Reflection is needed amid setbacks trending in the toxic sociopolitical environment eroding social progress today.

In many ways, the sociopolitical environment is as toxic now as in the era that required the Brown vs. Board of Education fix.

These setbacks are trending: extremist rhetoric in the political arena; restrictive voter legislation; the Supreme Court of the United States (SCOTUS) gutting the 1965 Voting Rights Act; SCOTUS gutting Affirmative Action; state legislatures’ move to make Diversity, Equity & Inclusion (DEI) statues in education, government, and private industries that receive federal funds, illegal; and legislative moves to prohibit the sharing of accurate history in K-12 school curriculum because it makes some uncomfortable.

Setbacks

But we are better prepared to stand our ground and push back against efforts to roll back progress. The legacy of Justice Thurgood Marshall resonates with this generation of leaders.

Editor’s Note: The views expressed in this commentary piece do not necessarily the express the opinions of The Cincinnati Herald.

The post COMMENTARY: Brown vs. Board, 70 years Later first appeared on BlackPressUSA.

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LIHEAP Funds Released After Weeks of Delay as States and the District Rush to Protect Households from the Cold

BLACKPRESSUSA NEWSWIRE — The federal government has released $3.6 billion in home heating assistance after a delay that left states preparing for the start of winter without the program’s annual funding.

Published

2 weeks ago

December 1, 2025

Stacy M. Brown

By Stacy M. Brown
Black Press USA Senior National Correspondent

The federal government has released $3.6 billion in home heating assistance after a delay that left states preparing for the start of winter without the program’s annual funding. The Low-Income Home Energy Assistance Program, known as LIHEAP, helps eligible households pay heating and cooling bills. The release follows a shutdown that stretched 43 days and pushed agencies across the country to warn families of possible disruptions.

State officials in Minnesota, Kansas, New York, and Pennsylvania had already issued alerts that the delay could slow the processing of applications or force families to wait until December for help. In Pennsylvania, more than 300,000 households depend on the program each year. Minnesota officials noted that older adults, young children, and people with disabilities face the highest risk as temperatures fall.

The delay also raised concerns among advocates who track household debt tied to rising utility costs. National Energy Assistance Directors Association Executive Director Mark Wolfe said the funds were “essential and long overdue” and added that high arrearages and increased energy prices have strained families seeking help.

Some states faced additional pressure when other services were affected by the shutdown. According to data reviewed by national energy advocates, roughly 68 percent of LIHEAP households also receive nutrition assistance, and the freeze in multiple programs increased the financial burden on low-income residents. Wolfe said families were placed in “an even more precarious situation than usual” as the shutdown stretched into November.

In Maryland, lawmakers urged the Trump administration to release funds after the state recorded its first cold-related death of the season. The Maryland Department of Health reported that a man in his 30s was found outdoors in Frederick County when temperatures dropped. Last winter, the state documented 75 cold-related deaths, the highest number in five years. Rep Kweisi Mfume joined more than 100 House members calling for immediate federal action and said LIHEAP “is not a luxury” for the 100,000 Maryland households that rely on it. He added that seniors and veterans would be placed at risk if the program remained stalled.

Maryland Gov. Wes Moore used $10.1 million in state funds to keep benefits moving, but noted that states cannot routinely replace federal dollars. His administration said families that rely on medical equipment requiring electricity are particularly vulnerable.

The District of Columbia has already mapped out its FY26 LIHEAP structure in documents filed with the federal government. The District’s plan shows that heating assistance, cooling assistance, weatherization, and year-round crisis assistance operate from October 1 through September 30. The District allocates 50 percent of its LIHEAP funds to heating assistance, 10 percent to cooling, 13 percent to year-round crisis assistance, 15 percent to weatherization, and 10 percent to administrative costs. Two percent is used for services that help residents reduce energy needs, including education on reading utility bills and identifying energy waste.

The District’s plan lists a minimum LIHEAP benefit of $200 and a maximum of $1,800 for both heating and cooling assistance. Crisis benefits are provided separately and may reach up to $500 when needed to resolve an emergency. The plan states that a household is considered in crisis if it has been disconnected from energy service, if heating oil is at 5 percent or less of capacity, or if the household has at least $200 owed after the regular benefit is applied.

The District’s filing notes that LIHEAP staff conduct outreach through community meetings, senior housing sites, Advisory Neighborhood Commissions, social media, posters, and mass mailings. The plan confirms that LIHEAP applicants can apply in person, by mail, by email, or through a mobile-friendly online application and that physically disabled residents may request in-home visits.

As agencies nationwide begin distributing the newly released funds, states continue working through large volumes of applications. Wolfe said LIHEAP administrators “have been notified that the award letters have gone out and the states can begin to draw down the funds.”

Stacy M. Brown

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Seven Steps to Help Your Child Build Meaningful Connections

BLACKPRESSUSA NEWSWIRE — Swinging side by side with a friend on the playground. Sharing chalk over bright, colorful sidewalk drawings. Hiding behind a tree during a spirited game of hide-and-seek. These simple moments between children may seem small, but they matter more than we think

Published

2 weeks ago

December 1, 2025

Oakland Post

By Niyoka McCoy, Ed.D., Chief Learning Officer, Stride/K12

Swinging side by side with a friend on the playground. Sharing chalk over bright, colorful sidewalk drawings. Hiding behind a tree during a spirited game of hide-and-seek. These simple moments between children may seem small, but they matter more than we think: They lay the foundation for some of life’s most important skills.

Through everyday play, young children begin learning essential social and emotional skills like sharing, resolving conflicts, showing empathy, and managing their emotions. These social skills help shape emotional growth and set kids up for long-term success. Socialization in early childhood isn’t just a “nice-to-have”—it’s essential for development.

Yet today, many young children who haven’t yet started school aren’t getting enough consistent, meaningful interaction with peers. Research shows that there’s a decline in active free play and peer socialization when compared to previous generations.

There are many reasons for this. Children who are home with a parent during the day may spend most of their time with adults, limiting opportunities for peer play. Those in daycare or preschool may have restricted free play, and large classrooms can reduce supervision and social coaching. Some children live in rural areas, are homebound due to illness, have full schedules, or rely on screens to fill their playtime. And for some families, finding other families with young children to connect with isn’t easy.

While these challenges can feel significant, opportunities for connection still exist in every community. Families can take simple steps to help children build friendships, create a sense of belonging, and strengthen social skills. Here are some ideas to get started:

Storytime sessions at libraries or local bookstores
Community offerings such as parent-child workshops, art, music, gymnastics, swimming, or sports programs
Weekly events at children’s museums, which may include art projects, music workshops, or science experiments
Outdoor exploration, where kids can play with peers
Local parenting groups that organize playdates and group activities
Volunteer opportunities where children can participate, such as pet adoption events or packing meals at a food bank
Classes for kids at local businesses, including hardware, grocery, or craft stores

Some of these community activities are free or low-cost and give kids the chance to build friendships and practice social skills. Parents can also model positive social behavior by interacting with other parents and encouraging their children to play with their peers.

These may seem like small moments of connection, but they can have a powerful impact. Every time your child shares a toy, plays make-believe with peers, or races a friend down the slide, they’re not just playing—they’re learning the skills that build confidence, empathy, and lasting friendships. And it’s good for you, too. Creating intentional opportunities for play also helps you strengthen your own network of parents who can support one another as your children grow together.

Oakland Post

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Seven Steps to Help Your Child Build Meaningful Connections

Published

2 weeks ago

December 1, 2025

Oakland Post

By Niyoka McCoy, Ed.D., Chief Learning Officer, Stride/K12

Storytime sessions at libraries or local bookstores
Community offerings such as parent-child workshops, art, music, gymnastics, swimming, or sports programs
Weekly events at children’s museums, which may include art projects, music workshops, or science experiments
Outdoor exploration, where kids can play with peers
Local parenting groups that organize playdates and group activities
Volunteer opportunities where children can participate, such as pet adoption events or packing meals at a food bank
Classes for kids at local businesses, including hardware, grocery, or craft stores