On what basis did the U.S. Supreme Court find that the Equal Protection Clause applied to the federal government?

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In Brown v. Board of Education, the U.S. Supreme Court ruled unanimously that racial segregation in public schools violated the Fourteenth Amendment to the Constitution. The 1954 decision declared that separate educational facilities for white and African American students were inherently unequal.

Brown v. Board of Education is considered a milestone in American civil rights history and among the most important rulings in the history of the U.S. Supreme Court. The case, and the efforts to undermine the Court's decision, brought greater awareness to the racial inequalities that African Americans faced. The case also galvanized civil rights activists and increased efforts to end institutionalized racism throughout American society.

After the Brown v. Board of Education decision, there was wide opposition to desegregation, largely in the southern states. Violent protests erupted in some places, and others responded by implementing “school-choice” programs that subsidized white students’ attendance at private, segregated academies , which were not covered by the Brown ruling.

The U.S. Supreme Court ruled on Brown v. Board of Education on May 17, 1954. The case had been argued before the Court on December 9, 1952, and reargued on December 8, 1953.

In Brown v. Board of Education, the attorney for the plaintiffs was Thurgood Marshall. He later became, in 1967, the first African American to serve on the U.S. Supreme Court.

Brown v. Board of Education, in full Brown v. Board of Education of Topeka, case in which, on May 17, 1954, the U.S. Supreme Court ruled unanimously (9–0) that racial segregation in public schools violated the Fourteenth Amendment to the Constitution, which prohibits the states from denying equal protection of the laws to any person within their jurisdictions. The decision declared that separate educational facilities for white and African American students were inherently unequal. It thus rejected as inapplicable to public education the “separate but equal” doctrine, advanced by the Supreme Court in Plessy v. Ferguson (1896), according to which laws mandating separate public facilities for whites and African Americans do not violate the equal protection clause if the facilities are approximately equal. Although the 1954 decision strictly applied only to public schools, it implied that segregation was not permissible in other public facilities. Considered one of the most important rulings in the Court’s history, Brown v. Board of Education helped inspire the American civil rights movement of the late 1950s and ’60s.

In the late 1940s the National Association for the Advancement of Colored People (NAACP) began a concentrated effort to challenge the segregated school systems in various states, including Kansas. There, in Topeka, the NAACP encouraged a number of African American parents to try to enroll their children in all-white schools. All of the parents’ requests were refused, including that of Oliver Brown. He was told that his daughter could not attend the nearby white school and instead would have to enroll in an African American school far from her home. The NAACP subsequently filed a class-action lawsuit. While it claimed that the education (including facilities, teachers, etc.) offered to African Americans was inferior to that offered to whites, the NAACP’s main argument was that segregation by its nature was a violation of the Fourteenth Amendment’s equal protection clause. A U.S. district court heard Brown v. Board of Education in 1951, and it ruled against the plaintiffs. While sympathetic to some of the plaintiffs’ claims, it determined that the schools were similar, and it cited the precedent set by Plessy and Gong Lum v. Rice (1927), which upheld the segregation of Asian Americans in grade schools. The NAACP then appealed to the U.S. Supreme Court.

Davis v. County School Board of Prince Edward County

In October 1952 the Court consolidated Brown with three other class-action school-segregation lawsuits filed by the NAACP: Briggs v. Elliott (1951) in South Carolina, Davis v. County School Board of Prince Edward County (1952) in Virginia, and Gebhart v. Belton (1952) in Delaware; there was also a fifth case that was filed independently in the District of Columbia, Bolling v. Sharpe (1951). As with Brown, U.S. district courts had decided against the plaintiffs in Briggs and Davis, ruling on the basis of Plessy that they had not been deprived of equal protection because the schools they attended were comparable to the all-white schools or would become so upon the completion of improvements ordered by the district court. In Gebhart, however, the Delaware Supreme Court affirmed a lower court’s ruling that the original plaintiffs’ right to equal protection had been violated because the African American schools were inferior to the white schools in almost all relevant respects. In Bolling v. Sharpe (1951), a U.S. district court held that school segregation did not violate the due process clause of the Fifth Amendment (the equal protection clause was not relevant since the Fourteenth Amendment only applies to states). The plaintiffs in Brown, Biggs, and Davis appealed directly to the Supreme Court, while those in Gebhart and Bolling were each granted certiorari (a writ for the reexamination of an action of a lower court).

Brown v. Board of Education was argued on December 9, 1952. The attorney for the plaintiffs was Thurgood Marshall, who later became the first African American to serve on the Supreme Court (1967–91). The case was reargued on December 8, 1953, to address the question of whether the framers of the Fourteenth Amendment would have understood it to be inconsistent with racial segregation in public education. The 1954 decision found that the historical evidence bearing on the issue was inconclusive.

Ratified in 1868, Congress and the courts have applied the 14th Amendment’s Equal Protection Clause to many aspects of public life over the past 150 years. Title IX is an example of how the 14th Amendment has been interpreted over time. Title IX, which is of particular interest to young people, prohibits institutions that receive federal funding from excluding students from participating in educational and athletic programs on the basis of sex.

Specifically, Title IX states that “No person in the United States shall, on the basis of sex, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.”

Title IX of the Civil Rights Act was signed into law on June 23, 1972 by President Richard M. Nixon. However, Title IX began its journey through all three branches of government when Representative Patsy T. Mink, of Hawaii, who is recognized as the major author and sponsor of the legislation, introduced it in Congress. When she died in 2002, Title IX was renamed the Patsy Mink Equal Opportunity in Education Act. She was given the Medal of Freedom after her death.

One way to track the evolution of Title IX is to examine the Supreme Court’s 1984 decision in Grove City College v. Bell. As the high court’s first Title IX case, the issues that arose from the Act, demonstrate how each of the three branches exercises its authority. The case makes Title IX a study not only of the 14th Amendment but also of the impact of the push and pull of the separation of powers on law-abiding citizens.

In a Nutshell

The Legislative Branch. Congress enacted Title IX of the Education Amendments of 1972, which requires that no person be excluded from participation in, denied the benefits of, or subjected to discrimination on the basis of sex under “any education program or activity receiving Federal financial assistance.” It authorizes any federal agency that provides such assistance to issue regulations to enforce the prohibition of sex discrimination. It also allows termination of financial assistance when an institution does not voluntarily comply.

The Executive Branch. In 1975, the United States Department of Health, Education and Welfare (which became the Department of Education and is referred to here as the Department) issued implementing regulations requiring every educational institution that receives federal financial assistance to file a document assuring its compliance with Title IX.

The Judicial Branch. The Supreme Court of the United States ruled in 1984 that Title IX’s non-discrimination and compliance requirements apply to any educational institution that receives federal financial assistance through grants provided directly to its students. At that time, the requirement applied only to the specific program or activity receiving federal assistance.  In this instance the program was student financial aid.

The Legislative Branch. In early 1988, the Senate and House of Representatives each responded to the Supreme Court decision by passing legislation (Civil Rights Restoration Act of 1987) which clarifies that a “program or activity,” for purposes of Title IX and other civil rights laws, refers to “all operations” of an institution whenever federal financial assistance is extended to “any part” of the institution.

The Executive Branch. On March 16, 1988, President Reagan vetoed the legislation on grounds that it “vastly and unjustifiably expand[s] the power of the [f]ederal government over the decisions and affairs of private organizations.”

The Legislative Branch. On March 22, 1988, Congress overrode the President’s veto by passing again the legislation with the support of a two-thirds majority in the House and Senate. As a result, the Civil Rights Restoration Act became law.

How to Use These Resources

  1. To get started, review the glossary and prepare students to use it with the case materials to underline terms and concept they find in the readings.
  2. Have students read the Grove City College v. Bell facts and case summary and make a list of their questions and arguments.
  3. Use the Title IX discussion questions to dive more deeply into the issues raised in Grove City College v. Bell.
  4. Have students use the Title IX timeline as a reference for drawing a Venn Diagram or double bubble map to list the impacts of each branch of government on the evolution of Title IX.
  5. Use the separation of powers discussion questions to illuminate how the push and pull of the three branches of government shaped Title IX. Guide students’ understanding of how the separation of powers has an impact on the their daily life and the issues that matter to them.
  6. Have students view the Ahead of the Majority video on Representative Patsy Mink, often called the Mother of Title IX. Next, have students select a Pathways to the Bench video profile of a federal judge whose story also deals with personal adversities that motivated them to be of service.