Looking at the results in New Jersey, which is similar to the national results, Whites are more likely to enroll in AP classes, yet, Asians are more likely to pass these exams and earn college credit. Black and Hispanic represent the smallest percentage that enroll in challenging courses, but Blacks have the lowest percentage passing rate among all groups. Below chart shows that a majority in every group completes high school, yet, Blacks and Hispanics is less likely to get a diploma compared to their White and Asian counterparts. Fortunately, the percentage of minorities that graduate, in New Jersey, is a bit higher than the national average. This story shows that when targeted groups understand that opportunities to improve their economic situation do exist, their self-confidence motivates them to work toward that goal. Such movement requires New Jersey government, businesses, and education programs to create resources that show that prosperity is possible, among this group. Especially, when many display that leadership ability of improving quality of life, in their communities, and compete in the global economy it will be a disgrace to allow that potential to unnecessarily wither. Incarcerated individuals are facing similar barriers, in New Jersey, as those in other states, and for that reason, are facing many limitations in obtaining opportunities for decent paying jobs. They, also, more likely to have dropped out of high school before their arrest compare to their counterparts, consequently, will more likely to earn lower wages and are limited to work in certain industries. Since former incarcerated individuals are victims to stigma, most of these jobs that hire former them pay low wages make the possibility of receivin... ... middle of paper ... ...heir disable students in rigorous courses that would make employees increase their confidence in recruiting this group in highly technical and executive positions. Just like any other states, New Jersey schools may not have enough teachers and assistants that are qualified enough to handle such complicated structure, which impacts the success rate of providing disabled students equal education. “In New Jersey, the percentage of working age residents without a disability who have a Bachelor’s degree (nearly 38 percent) is more than double the percentage of those with a disability (almost 18 percent)” (Heldrich 2008). Since, disabled students are more likely to unemployed or underemployed compared to other groups, New Jersey will have to discuss how to allow disabled students to enroll in college-track and other rigorous courses so they can prepare for the job market.
The university-statehouse-industrial complex has grown such that the traditional models of primary and secondary education have survived two or three decades beyond their practical use. With a public school system that segregates and discriminates based on, “college material or not?” (Brolin & Loyd, 1989) and a university system that places only one in five graduates in work in their field of major (cite), our educational system has passed its prime and is still training and educating for 20th century job markets that no longer exist. The way that we educate and what we educate for and why needs rethinking from the top down and needs to be more practical and pragmatic. Career and technical education (CTE) consisting of specialized, targeted, and focused vocational programs at all levels do more than just prepare a student for a real job – these programs have practical education and socialization value that conventional classrooms centered around a teacher’s monologue for many do not. Nowhere is the added value of such targeted programs more useful and valuable than in special classes, courses, and CTE training aimed at students with disabilities.
When trying to find themselves in society, jobs may be hard to come by. When prisoners find a jobs, they are usually work in jobs that one doesn’t not have to have a high-skill set, such as food service, wholesale, and maintenance and repair. The number one reason why prisoners end up back in jail is not the lack of job opportunities but perceiving that job when returning home. “Service providers and community leaders consider employment to be the primary factor in a successful reentry” (Casey 2). When the lack of job opportunities come prisoners may feel the need to break the law and return to life of crime because they cannot support themselves, so they may turn to selling drugs to make a quick buck. Selling drugs is not an alternative for not being able to find a job, especially when one has just got out of prison because if they get caught they will find themselves back in jail. Recidivism is a topic that I do not believe anyone could solve, it is hard to comprehend why people look back to crime again and again after they get caught the first time. In the article Parole and Prison Reentry in the United States author talks about how when prisoners or released they usually end up failing to finish their release sentence and out of the parolees how many return back to prison when she states, “About half of parolees fail to complete parole successfully and their returns to prison represent about a third of
African- American males have been underrepresented among college students and degree earners for years, however the reason for this is often misconstrued. The percentages of white high school graduates “In 1998-2000 had jumped to 46. However, only 40 percent of African-Americans and 34 percent of Hispanics in the same age group were attending college” (McGlynn, Angela Proviteira). The question then to pose, is why minority students are not succeeding in college compared to Caucasian students, “Only 47% of Black male students graduated on time
In 2001 statistics reported by the United States Department of Education indicated that during 1997-1998 African American students received 8.3% of bachelor’s degrees awarded. Concurrently, Hispanic students as well as Asian or Pacific Islander students received 6.0%, while American Indian/Alaskan Native students only accounted for .7%. Although statistics from agencies who report differ, clearly on a national level, minority students
Providing appropriate public education to qualified students has been federally mandated since 1975, but is still a challenging and often controversial matter in which the public has voiced concern. One reason for which the public’s concern has been provoked is that it is reported in low-incidence categories such as deafness or blindness, which is usually diagnosed by medical professionals, there is no indications of disproportion (Donovan and Cross, 1). Instances in which there are higher proportions of minority students occurs more so in the high-incidence categories of mental retardation (MMR), emotional disturbance (ED), and...
Along with many other topics of special education, the topic of inclusion has been surrounded by uncertainty and controversy for as long as the concept has been around.
As societal pressures for higher education increase, more emphasis has been placed on the importance of a minimum of a bachelor's degree from an accredited college or university. This has led to the increased enrollment of students with learning disabilities over the past decade. According to a recent survey from the National Clearinghouse on Postsecondary Education for Individuals with Disabilities, one in eleven full-time first-year students entering college in 1998 self-reported a disability. This translates to approximately 154,520 college students, or about 9% of the total number of first-year freshmen, who reported a wide range of disabilities, ranging from attention deficit disorder to writing disabilities (Horn).
Standards for Hiring People with Criminal Records. 11 Mar 2010. http://www.lac.org/ ‘’Legal Affairs’’ http://www.legalaffairs.org/webexclusive/debateclub_disenfranchisement1104.msp ‘’Locked Out’’ Felon Disenfranchisement and American Democracy. 11 Mar. 2010. http://www.powells.com/biblio/65-9780195149326-0 Prison Segregation and Felon Disenfranchisement.
It is undeniable that mass incarceration devastates families, and disproportionately affects those which are poor. When examining the crimes that bring individuals into the prison system, it is clear that there is often a pre-existing pattern of hardship, addiction, or mental illness in offenders’ lives. The children of the incarcerated are then victimized by the removal of those who care for them and a system which plants more obstacles than imaginable on the path to responsible rehabilitation. Sometimes, those returned to the community are “worse off” after a period of confinement than when they entered. For county jails, the problem of cost and recidivism are exacerbated by budgetary constraints and various state mandates. Due to the inability of incarceration to satisfy long-term criminal justice objectives and the very high expenditures associated with the sanction, policy makers at various levels of government have sought to identify appropriate alternatives(Luna-Firebaugh, 2003, p.51-66).
Wacquant argues “Confinement is the other technique through which the nagging problem of persistent marginally rooted in unemployment, subemployment, and the precarious work is made to shrink on —if not disappear from — the public scene” (60). By forcing people to work unreliable jobs, America is also forcing people into prison. He also states “The vast majority of the occupants of county jails do come from the ranks of the “working poor,” that fraction of the working class that does not manage to escape poverty although they work, but who are largely ineligible for social protections because they work at poverty-level jobs” (70). This endless circle of unjust treatment of the poor has dire consequences. People released from prison are kept of heavy surveillance and are unable to grab hold of a job because employers will not hire ex-convicts. They also lose all ability to receive any further pubic assistance. In response, their children are led down the same path of little to no education, which leads to unstable working conditions, which leads to
As these men re-enter the workforce they now likely have less skills than when they first entered prison. There are few, if any, programs, which train these men to effectively re-enter society. As jobs continue to move out further and further into the suburbs, these males, who are from the inner city, are left with few living wage employment options. The rates that convicts go back to jail are so high not because these men want to return to a life of crime but since few employment options are available, they tend to utilize their limited skills to get the money they need to survive. If more efforts do not make additional training available to these males that are realistically designed to help them obtain a living wage job, the rates that convicts go back to jail and black male unemployment will continue to increase.
The education and employment of the minority community has caused many of the minority to turn to crime to support their family. In the minority community the unemployment rate as well as the drop-out rates are high. This causing the individuals that have no education have it hard to find employment that allows them to take care of their respondsibility. The probability of a black unemployed high school drop-out will remain untrained, under educated and will return to jail more than once in their life, is high. The penal system has become a way of life for minorities. The job market does not have a great eye for individuals who have a criminal background thus making family life for minorities extremely difficult. The difficult situation occurs when a prisoner is finally released and has to enter into a society and the job market and not being accepted. The newly rehabilitated individual is pressured not only by the family, but the judicial system to find work quickly and immediately start to [ay bills. The pressure get hard and the individuals look for the faste...
“I have been working with disabled students since 1974. Since much of my time is involved in resolving challenges that are difficult and plentiful, I usually don’t have much time to think about the satisfaction and rewards of the job,” said Dean Bork.
According to the Oxford Index, “whether called mass incarceration, mass imprisonment, the prison boom, or hyper incarceration, this phenomenon refers to the current American experiment in incarceration, which is defined by comparatively and historically extreme rates of imprisonment and by the concentration of imprisonment among young, African American men living in neighborhoods of concentrated disadvantage.” It should be noted that there is much ambiguity in the scholarly definition of the newly controversial social welfare issue as well as a specific determination in regards to the causes and consequences to American society. While some pro arguments cry act as a crime prevention technique, especially in the scope of the “war on drugs’.
To begin with, full inclusion in the education system for people with disabilities should be the first of many steps that are needed to correct the social injustices that people with disabilities currently face. Students with disabilities are far too frequently isolated and separated in the education system (Johnson). They are often provided a diluted, inferior education and denied meaningful opportunities to learn. There are many education rights for children with disabilities to p...