What Is De Facto Segregation Definition and Current Examples

De facto segregation is the separation of people that occurs â€Å"by fact,† rather than by legally imposed requirements. For example, in medieval England, people were customarily segregated by social class or status. Often driven by fear or hate, de facto religious segregation existed in Europe for centuries. In the United States today, the high concentration of African-Americans in certain neighborhoods sometimes results in public schools with mostly black students, despite laws prohibiting intentional racial segregation of schools.   Key Takeaways: De Facto Segregation De facto segregation is separation of groups that happens because of fact, circumstances, or customs.  De facto segregation differs from de jure segregation, which is imposed by law.  Today, de facto segregation is most often seen in the areas of housing and public education. De Facto Segregation Definition De facto segregation is the separation of groups that happens even though it is not required or sanctioned by law. Rather than an intentionally legislated effort to separate the groups, de facto segregation is the result of custom, circumstance, or personal choice. So-called urban â€Å"white flight† and neighborhood â€Å"gentrification† are two modern examples.   In the white flight de facto segregation of the 1960s and ‘70s, millions of whites who chose not to live among blacks left urban areas for the suburbs. The satirical phrase â€Å"There goes the neighborhood† reflected the fear of white homeowners that the value of their property would fall as black families moved in.   Today, as more minorities move to the suburbs themselves, many whites are either moving back into the cities or to new â€Å"exurbs† built beyond the existing suburbs. This reverse white flight often results in another type of de facto segregation called gentrification.   Gentrification is the process of renovating urban neighborhoods by an influx of more affluent residents. In practice, as wealthier people flow back into once-low-income neighborhoods, longtime minority residents are forced out by higher rents and property taxes based on higher home values. De Facto vs. De Jure Segregation In contrast to de facto segregation, which happens as a matter of fact, de jure segregation is the separation of groups of people imposed by law. For example, the Jim Crow laws legally separated black and white people in almost all aspects of life throughout the southern United States from the 1880s to 1964.   De jure segregation can breed de facto segregation. While the government can prohibit most forms of de jure segregation, it cannot change people’s hearts and minds. If groups simply don’t want to live together, they are free to choose not to do so. The aforementioned â€Å"white flight† segregation illustrates this. Even though the Civil Rights Act of 1968 banned most forms of racial discrimination in housing, white residents simply chose to move to the suburbs rather than live with black residents. De Facto Segregation in Schools and Other Current Examples The U.S. Supreme Court’s landmark ruling in the 1954 case of Brown vs. Board of Education, coupled with the enactment of the Civil Rights Act of 1964, effectively banned de jure segregation in education. However, de facto racial segregation continues to divide many of America’s public school systems today.   Since school district assignment depends partly on where students live, cases of de facto segregation can happen. Families usually prefer that their children attend schools near their homes. While this can have positive effects, such as convenience, and safety, it can also result in a lower quality of education in minority neighborhood schools. With school budgets dependent on property taxes, lower-income, often minority neighborhoods, tend to have inferior schools with inferior facilities. In addition, more experienced teachers choose to teach in better-funded schools in more affluent white neighborhoods. While school districts are allowed to—and sometimes do—consider racial balance in their school assignment process, they are not required by law to do so.   Though federal laws and Supreme Court decisions protect against discrimination based on gender, de facto segregation based on biological sex is commonplace. De facto sex segregation is the voluntary separation of men and women occurring as a matter of personal choice according to generally-accepted social and cultural norms. De facto sex segregation is most commonly found in settings like private clubs, interest-based membership organizations, professional sports teams, religious organizations, and private recreational facilities.   Sources and Further Reference Kye, Samuel H. The Persistence of White Flight in Middle-Class Suburbia. Science Direct (May 2018).Greenblatt, Alan. White Flight Returns, This Time From the Suburbs. Governing (June 2018).Zuk, Miriam, et al. Gentrification, Displacement and the Role of Public Investment. University of California Berkeley (2015).Florida, Richard. This Is What Happens After a Neighborhood Gets Gentrified. The Atlantic (Sept. 16, 2015).Maslow, Will. De Facto Public School Segregation. Villanova University Charles Widger School of Law (1961).Cohen, David S. The Stubborn Persistence of Sex Segregation. Columbia Journal of Gender and Law (2011).

The World War II ( Wwii ) Essay - 1626 Words

Europe faced countless challenges during the immediate aftermath of World War II (WWII). Firstly, this essay will examine the most important negative consequences confronted by Europe after WWII, including, the effects the war had on the European economy and political conditions. In this regard, it will look specifically at the Soviet Union, Germany, Poland and the United Kingdom. Secondly, the essay will review the numerous displaced populations WWII left behind as well as the expulsions of several Germans from Poland, Czechoslovakia and Hungary. Lastly, this essay will observe the destruction and loss of cultural heritage Europe encountered following WWII. The loss of life and resources had a great impact on the economy of the Soviet Union. During WWII the Soviet Union lost the lives of approximately twenty seven million people. Nineteen million of those were civilian deaths due mainly to starvation in the Siege of Leningrad, poor conditions in Germany and Soviet Union prisons and concentration camps, mass shootings, famine and disease. As well as the casualties, the Soviet Union also has approximately twenty five percent of capital resources destroyed during WWII. With the lower population and fewer resources, industrial and agricultural output dropped to amounts lower than it had been prior to the war in the late 1920s. During WWII nearly 32,000 Soviet Union large-scale industrial enterprises were put out of production. The reduction in the Soviet Union labourShow MoreRelatedThe World War II ( Wwii )1581 Words   |  7 Pagesrelations to the Nazi Regime. But only a few know, that during the World War II (WWII), there were a few German non-violent resistance groups. These groups tried to â€Å"fight† the Nazis from within. 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Case Study Employee Induction Program

Question: Discuss about the Case Studyfor Employee Induction Program. Answer: Introduction The best title for this case study is the Khalids induction program. From this case study, it is evident that Ahmad was a newly hired employee, fresh from school. The new recruit was hired, as a human resource practitioner. He was assigned the task to foresee the institutional orientation program for the other employees. As a new recruit, Ahmed mastered the art of the HR process. After Khalid joined the institution, Ahmed was given the opportunity to take the new recruit through an orientation process. As explained by Welty (2009), orientation begins with the introduction to the general processes and operations of an organization. Ahmed took the first day to introduce Khalid to the staff. The orientation program presented challenges to Ahmed, the HR practitioners because without the mentor, it becomes difficult for any effort to be fruitful. The issue that has emerged in this situation is the inability of the HR practitioner to establish a strong relationship with the new recruits le ading to fallout. As a HR practitioner, it would be prudent to make - Khalid understand the issues and tender his apology. Regarding - Khalids manager, it is up to Khalid to decide whether to implicate his manager or not. However, any effort to implicate Ahmad will only flop because it will make the situation worse than resolve it. As demonstrated by Welty (2009), developing an orientation program would be critical to resolving such impasse. Ahmad holds a serious responsibility in the company. It is important that that Ahmad implement a buddy system because it benefits the organization and the new employee. With a formal buddy system, the new employee will find it easy to adapt to the new working environment (Castaldo 2015). The manager must understand the roles of buddy by making Sam know the expectations leading to employee satisfaction. Without a doubt, new recruits like Khalid experience steep learning curve. Therefore, Ahmad and Jean should consider building a process based on cultural competence (Bauer 2010). Since the buddy will act as the organizations ambassador, the manager needs to selectman employee who will make Khalid feel comfortable. This requires a teamwork and openness culture. Therefore, the hiring manager must identify the buddy who has time to perform the assigned duty. To this effect, it would be prudent for the Jean and Ahmad to reduce Sams assignments that would keep him away from Khalid. Khalids manager is part of the problem because he failed to understand the significance of induction. In fact, it would be difficult for a new staff to understand the operations and running of the organization without guidance. Jean should be implicated because, he has failed to implement to buddy system. Studies have indicated that a buddy scheme ensures a new worker settles into the role and feel supported (Cooper Wight 2014). He could have assigned Khalid a good friend who is ready to be a friendly and a contact. Jean is implicated because he failed to organize an informal meeting and outline the experience and roles of the buddy. He could have further clarified the expectations in establishing a buddy relationship. Bibliography Bauer, T.N. 2010, Onboarding new employees: maximizing success, SHRM Foundations Effective Practice Guidelines Series. [https://www.shrm.org/foundation/ourwork/initiatives/resources-from-past-initiatives/Documents/Onboarding%20New%20Employees.pdf] [Online] accessed 20 April 2017. Castaldo, J. 2015, Great employee engagement starts as soon as the hire is made, Canadian Business, Sep 23, [https://www.canadianbusiness.com/innovation/profit-500-achievers-onboarding/] [online] accessed 21 April 2017. Cooper, J. Wight, J. 2014, Implementing a buddy system in the workplace, Paper presented at PMI Global Congress 2014North America, Phoenix, AZ. Newtown Square, PA: Project Management Institute. Welty, G. 2009, Developing a new employee orientation program for GXP compliance, Journal of GXP Compliance, vol. 13, no. 3, summer, pp. 82-92.