Chief Justice John Roberts claimed in the Supreme Court’s backward-reeling White v. Black decision yesterday that “when it comes to using race to assign children to schools, history will be heard.”
But Justice Stephen Breyer, writing for the minority in protest of the 5-4 upending of Brown, gave the country not only a history leson but also some lasting words to live by — something to get us out of this brown study caused by yesterday’s ruling.
Roberts distanced himself — and thus the entire country’s courts — from the democratic spirit by regarding racial equality as just another “verbal formulation”:
His past opinions, before he became the country’s chief justice, showed warmer regard for the rights of corporations than for the rights of people. But the depth of his icy disregard for the 1954 Brown decision was stunning.
Breyer warmed to the task. His memorable dissent is not only a good argument but good history.
Roberts said there was “no definition of the interest”? Here was Breyer’s take:
In dozens of subsequent cases, this Court told school districts previously segregated by law what they must do at a minimum to comply with Brown’s constitutional holding. The measures required by those cases often included race-conscious practices, such as mandatory busing and race-based restrictions on voluntary transfers.
And the current cases, lumped together by the court for one overarchingly hidebound ruling, were no different. The Roberts Court simply made an ideologically based decision. Breyer didn’t say it like that. But he tore apart Roberts’s contention that there was no “definition of the interest” concerning racial equality. Rightly, Breyer noted the strong “public interest,” but, then, Roberts is more comfortable with corporate interest than public interest. Breyer wrote:
This Court has recognized that the public interests at stake in such cases are “compelling.” We have approved of “narrowly tailored” plans that are no less race-conscious than the plans before us. And we have understood that the Constitution permits local communities to adopt desegregation plans even where it does not require them to do so.
As I said, Breyer’s dissent is also a history lesson. And some of the recent history he painted is grim. Yes, Brown of course sparked massive integration, but that trend was already reversing even before yesterday’s decision. More from Breyer:
As a result, different districts — some acting under court decree, some acting in order to avoid threatened lawsuits, some seeking to comply with federal administrative orders, some acting purely voluntarily, some acting after federal courts had dissolved earlier orders — adopted, modified, and experimented with hosts of different kinds of plans, including race-conscious plans, all with a similar objective: greater racial integration of public schools. …
Overall these efforts brought about considerable racial integration. More recently, however, progress has stalled.
Between 1968 and 1980, the number of black children attending a school where minority children constituted more than half of the school fell from 77% to 63% in the Nation (from 81% to 57% in the South) but then reversed direction by the year 2000, rising from 63% to 72% in the Nation (from 57% to 69% in the South). Similarly, between 1968 and 1980, the number of black children attending schools that were more than 90% minority fell from 64% to 33% in the Nation (from 78% to 23% in the South), but that too reversed direction, rising by the year 2000 from 33% to 37% in the Nation (from 23% to 31% in the South).
As of 2002, almost 2.4 million students, or over 5% of all public school enrollment, attended schools with a white population of less than 1%. Of these, 2.3 million were black and Latino students, and only 72,000 were white. Today, more than one in six black children attend a school that is 99–100% minority. …
In light of the evident risk of a return to school systems that are in fact (though not in law) resegregated, many school districts have felt a need to maintain or to extend their integration efforts.
The upshot is that myriad school districts operating in myriad circumstances have devised myriad plans, often with race-conscious elements, all for the sake of eradicating earlier school segregation, bringing about integration, or preventing retrogression. Seattle and Louisville are two such districts, and the histories of their present plans set forth typical school integration stories.
Roberts’s opinion danced around not only the topic of integration but also the word itself. He preferred to look with disdain upon what he called “racial balancing,” that buzz phrase used to good effect by foes of integration.
Unafraid to use the word “integration,” Breyer called him on it by defining the word, the concept, and its context. Here’s a civics lesson for your kids, courtesy of Breyer:
Regardless of its name, however, the interest at stake possesses three essential elements.
First, there is a historical and remedial element: an interest in setting right the consequences of prior conditions of segregation. This refers back to a time when public schools were highly segregated, often as a result of legal or administrative policies that facilitated racial segregation in public schools. It is an interest in continuing to combat the remnants of segregation caused in whole or in part by these school-related policies, which have often affected not only schools, but also housing patterns, employment practices, economic conditions, and social attitudes. It is an interest in maintaining hard-won gains. And it has its roots in preventing what gradually may become the de facto resegregation of America’s public schools. …
Second, there is an educational element: an interest in overcoming the adverse educational effects produced by and associated with highly segregated schools.
Third, there is a democratic element: an interest in producing an educational environment that reflects the “pluralistic society” in which our children will live. … It is an interest in helping our children learn to work and play together with children of different racial backgrounds. It is an interest in teaching children to engage in the kind of cooperation among Americans of all races that is necessary to make a land of three hundred million people one Nation.