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United Steelworkers V Weber Case Study

860 Words4 Pages

FACTS In 1972, racial tension was on the rise in Jackson, Mississippi. The local schools were affected, and the board of Education had to consider a plan to layoff teachers. This would mean cutting teaching positions, which had to be discussed with the Jackson Education Association (Union). There would have to be a meeting between the Jackson Board of Education and the Jackson Education Association (Union). To protect employees who were members of certain minority groups against layoffs, a clause would have to be added to the Collective Bargaining Agreement (CBA) (FindLaw.com). An agreement was made; however, some points in the agreement were met with contention. According to the terms of the agreement, teachers with the most seniority would not be affected by the layoff. The agreement also had a clause that stipulated not to lay off a certain percentage of women and African Americans employed …show more content…

APPLICATION SECTION In a similar case, United Steelworkers v. Weber, an affirmative-action plan which had been negotiated between an employer and a steelworkers' union was challenged by a white member of the bargaining unit. Based on the affirmative action plan, the employer accepted the most senior black trainee into a craft-training program who had less seniority over a white employee who had also applied for admission into the same program but was rejected (Rutherglen, 2010). In the instant case, the use of racial preferences will come under scrutiny if used as a reason to increase or improve diversity in certain programs utilizing an affirmative action

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On September 2012, the Chicago teacher’s union began its first strike. The Chicago Teachers Union is a labor union which represents public school teachers, paraprofessionals and clinicians in the Chicago Board of Education. The union negotiated contracts for improved pay, benefits, and job security for public school teachers, paraprofessionals, and clinicians Contract negotiations between the Chicago Board of Education and the Chicago teacher’s union began November 2011 following the expiration of a previous five-year agreement. Prior to the proposal which sparked the strike teachers were working without a contract. On September 11, 2012 to come to a new agreement the Chicago Board of Education proposed a reasonable deal to avoid the potential strike, but the deal was turned downed resulting in an immediate strike which lasted ten

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Ira Katznelson is the author of When Affirmative Action Was White, a historical analysis of the history of affirmative action and racial inequality in the United States of America. Katznelson takes a definitive approach to the history of legislation and inequalities and prepares the reader initially with his title. Katznelson’s argumentative position and approach to the title of his book makes the reader question about affirmative action for white Americans, but in reality what Katznelson means by his title, When Affirmative Action Was White, is more based on the social programs and federal grant opportunities that were created and provided to Americans during the Roosevelt and Truman administration. Katznelson argument encompasses historical

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Melba Beals was going to Little Rock High School in Arkansas for the first time, which was a life changing experience for her. But there were some events that challenged her, like, Racism, Verbal threats, Spitting, people trying to fight her, and segregationist mobs. ”We began moving forward the eerie silence would be forever etched into my memory. “ Said Beals. “ We stepped up the front door of the central high school and crossed the threshold where the angry segregationist mobs had forbidden us to go”(Beals).

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The Supreme Court’s decision in Brown v. Board of Education paved the way for a new level of opportunity for others that followed by making segregation in schools illegal, providing better conditions in the classroom, and providing African American students with more opportunities for the future. In the summer of 1950, 13 African Americans parents tried to enroll their children in an all-white school for the upcoming year. They were of course denied, being that at the time schools were segregated. One particular child really stood out in this case, his name was Linda Brown. Brown had to travel a large distance to attend Monroe Elementary--one of the four black elementaries in the town.

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This deal could be considered a good thing for the southerners but many people were upset about having to pass the thirteenth amendment, which guaranteed certain freedoms for the African Americans in the south. To retaliate for this seven states passed the “black codes”. The black codes made it so that the African Americans had to work for very little money and ensured that they were landless and an extremely dependent labor force. Section 6 of the Mississippi Black Codes of 1866 are a perfect example of how controlling these codes were, the section states that when African Americans go to work for someone they must have a contract and if the contract isn’t upheld or if the laborer quits before the contract is up then they forfeit their wages for that year up to the time of quitting. Though the codes couldn’t directly block the thirteenth amendment, they could make parts of the amendment illegal, for example African Americans could marry each other but the black codes made it illegal for them to marry people of other races.

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The state wanted to prove to the Supreme Court that colored kids should be able to learn with white kids. The white kids and parents didn’t like it at all, so they stood outside the schooling yelling at the colored kids while they were walking in the school. They had dolls with weird things in their head. They had signs saying “go back to where you belong” and other things. When the kids got in the school the teachers were fighting.

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Throughout many of the affirmative action legal cases, one of the main arguments from proponents is that it is necessary in order to right the wrongs of past racial discrimination. Some say that affirmative action is justified because even though white applicants may be more qualified, this is only because they did not face the same hardships as their minority counterparts (Rachels, Ethics, 1973).  Many argue if we do not integrate disadvantaged minorities into mainstream social institutions, they will continue to suffer the discrimination that has plagued our country for centuries and that this is detrimental to not only the minorities but also society as a whole (Anderson, 2002, 1270–71). However, the debate has recently shifted to the benefits of diversity in the classroom which the Supreme Court has affirmed as being a positive thing

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