This chapter focuses on equal rights, or civil rights, which are terms referring to the right of every person to equal protection under the law and equal access to society's opportunities and public facilities. Equal rights emphasizes whether individual members of different groups--racial, sexual, and others--are treated equally by government and, in some areas, by private parties. The history of civil rights has been largely one of group claims to equality. Civil liberties deal with issues of personal freedom, and civil rights involve issues of equality.
The chapter emphasizes the following main points:
Disadvantaged groups have had to struggle for equal rights. African Americans, women, Native Americans, Hispanic Americans, Asian Americans, and others have all had to fight for their rights in order to come closer to equality with white males.
Americans have attained substantial equality under the law. They have, in legal terms, equal protection of the laws, equal access to accommodations and housing, and an equal right to vote. Discrimination by law against persons because of race, sex, religion, and ethnicity is now almost nonexistent.
Legal equality for all Americans has not resulted in de facto equality.
African Americans, women, Hispanic Americans, and other traditionally disadvantaged groups are given a disproportionately small share of America's opportunities and benefits. Existing inequalities, discriminatory practices, and political pressures are still major barriers to their full equality. Affirmative action and busing are policies designed to help the disadvantaged achieve full equality.
After reading this chapter students should be able to:
Distinguish between civil liberties and civil rights.
Explain what "equality under the law" means.
Explain the significance of the Brown v. Board of Education decision.
Discuss the problems women face today in overcoming discrimination.
Highlight efforts to overcome discrimination towards Native Americans, Hispanic Americans, and Asian Americans.
Describe the differences among the reasonable-basis test, the strict-scrutiny test, and suspect classifications.
Discuss the provisions of the Civil Rights Act of 1964.
Distinguish between de jure and de facto segregation.
Explain what affirmative action was designed to achieve.