Classroom Classification Through the evolution of desegregating the public school system, the classification of students still exists among educators (Nieto, 2012). The biases that are present typically stereotype the students based upon the color of their skin such as Asians are intelligent, blacks are lazy, Jews are frugal, poor people are dependent and Indian’s are lucky (Nieto, 2012). Furthermore, this stereotype is not just limited to the color of a student, but those that play athletics, who are in the band, belong to the National Honor Society, or those who choose to be a bookworm. According to Nieto and Bode, 2012, this type of stereotyping can lead to each of those groups to start believing in what others may think they along with …show more content…
Majority of the studies that have been conducted are focused on diversity training among white teachers and students as this seems to be the people group which has the least experience in interacting with individuals of color (Puchner, 2012). The research that has previously been conducted shows white teachers and student’s negative attitudes towards people of color can be changed through taking a course on racism and discrimination (Puchner, 2012). Furthermore, the success of the course may be dependent on the content, how it has been presented, and the overall attitude of the instructor and students towards racism (Puchner, 2012). Hence, the current research has shown that individuals who do take a course on discrimination and racism do come away with a better understanding of racial differences and prejudices (Puchner, …show more content…
The implications of reforming school policy and instruction are evolving as national and statewide improvements are implemented. Consequently, policy changes mandated by the federal government directly affect the teachers and students either positively or negatively. Research has shown at the grassroots level involving the community, students, and parents, true reform and change take place as the stakeholders now have a voice in the decision making process (Nieto, 2012). Furthermore, the curriculum and culture of the school may now transform into an environment of learning and innovation that produces students who have developed skills in critical thinking and problem solving (Nieto, 2012). Schools with socioeconomic disadvantage students may now become a multicultural center of learning as lesson plans and text books are now focused on the diversity of the student population as many of the modern day text books are dominated by the white European male (Nieto,
In Schooltalk: Rethinking What We Say About - and to - Students Every Day, Mica Pollock provides readers with fact-based information to “flip the script” of the misrepresentation of students in the education setting. Pollock demonstrates how race, gender, and ethnic labels can be detrimental to student achievement. She, then, dives in to 600 years of myths regarding social race labels and how they continue to affect humans today. By correcting race, gender, and ethnicity label myths in our minds, we can effectively advocate for these students. To conclude the book, Pollock focuses on how to devise a plan to correct our own misconceptions and foster a supportive environment for diverse students. Throughout
America’s public school system started off very rough, but through the dedication of many hard-working Americans, it was starting to shape into a system that allowed all children, regardless of race, gender, religion, or nation of origin, to have an education.
It sometimes give “the perception of ‘token appointments’ [of individuals] who could not be hired or promoted on performance ability alone” (Von Bergen, Soper, & Foster, 2002, p. 242). It can also create more discrimination in the form of reverse discrimination where those formerly believed to be discriminators are now unfairly victimized because of the color of their skin. Diversity training can sometimes be demoralizing and reinforces stereotypes when trainers resort to emphasizing differences that elicits anger and divisiveness (Von Bergen, Soper, & Foster, 2002, p. 245). Businesses can find their legal liabilities have increased when “unorthodox training techniques invade employee privacy and humiliate individuals in front of their co-workers” (Von Bergen, Soper, & Foster, 2002). According to Choi’s research “individuals in diverse groups tend to fell less safe and to trust each other less. Lower trust is more likely to lead to higher conflicts within groups” (Choi, 2008, p.
Eduardo Bonilla-Silva and Sue both demonstrate from their research that Whites do not comprehend the impact of their unconscious biases. These biases towards students of colour in a white-based post-secondary school environment can result in stress and weak interracial relationships. This is an issue since the significance of these everyday actions is not fully recognized and acknowledged. I will elaborate on a variety of examples, specifically the influence of the peers, and faculty.
Therefore, universities have had to implement new measures that address racial insensitivity expressed by White students. According to Chao et al. (2015), in college campuses, student of color can hear every day racism comments, therefore, to create college campuses with a healthy climate, educators and psychologists must find ways to promote justice attitudes among non-Latino White students and foster racial empathy for targets of racism (p.95). They said: “White empathy refers to White students’ expression of empathy through a deep understanding of their fellow students’ experiences, especially those of racial and ethnic minority students suffering from racism”, (p.95). Educators and counselors must work together in helping students to better understand how to appreciate differences between groups. Chao et al., underlined in their study that to be able to understand individuals’ perceptions toward diversity, researchers have proposed the concept of openness to diversity (OTD), which refers to the appreciation of similarities and differences across cultural groups (p. 96). Open to diversity (OTD) also involves students ' interest to know more and more about unfamiliar cultures without assumptions. They said that “OTD moderates the relationship between White racial identity and White Empathy”, which means that when White students have greater OTD, they may be more likely to understand how minority students experience racism and when White students are less open to diversity, they may also be less willing to consider different perspectives on racial issues (p.
Currently, the Cabot Public Schools lacks in the area of diversity when it comes to race and ethnicity. However, in recent years, t...
For example, it has been said many times in multiple different ways that academic success is typically associated with certain races and not others. This is a very stereotypical comment and it is sad that these types of judgements are present in the educational system. In Beverly Daniel Tatum’s essay entitled, “Why Are All the Black Kids Sitting Together in the Cafeteria?” she discusses how self-segregation occurs in the education system today. Tatum touches on that the possible reasons that students tend to socialize with students of the same racial identity as themselves are cultural stereotypes. It is understandable that a student in order to avoid judgements would want to be around others who understand them and know what they are going through at school. A possible and very hurtful example of judgement that may cause students of color to flock together is that “doing well in school becomes identified as trying to be White,” (Tatum). A student in today’s education system undergoes enough stress as it is and they should not have to be worried with racial protocols. Why is being advanced and thriving in school only to be considered a White characteristic? I know plenty of White students who are struggling with passing classes and I also know several overly intelligent latinos, black and Asians. I am sure that I am not the only student to think that this unspoken rule that you
In 1995, the Carnegie Corporation commissioned a number of papers to summarize research that could be used to improve race relations in schools and youth organizations. One way to fight against racism is to “start teaching the importance of and strategies for positive intergroup relations when children are young”(Teaching Tolerance,). Bias is learned at an early age, often at home, so schools should offer lessons of tolerance and
The. Landsman, Julie G., and Chance W. Lewis. White Teachers / Diverse Classrooms: Creating Inclusive Schools, Building on Students' Diversity, and Providing True Educational Equity. Sterling, VA: Stylus Publishing, 2011. Print. The.
Those efforts improve students' learning and experiences by cultivating key behaviors and knowledge and by providing a unique educational context. Published in the American Educational Research Journal, this paper gives insight into how racial diversity stretches beyond educational engagement and social composition. The significant difference made by diversity-related efforts, such as hybridized racial interactions and policies, is fully explored. The findings of the study presented can be generalized to the argument of institutional racism, as this piece presents rationale against it. The limitations of this paper are the insufficient detail regarding educational context needed to illustrate the steps institutions can take to apply diversity.
Diversity is proved to be a strength for a society, it is important for educators to avoid decisions on inaccurate generalization. Most of the misconceptions about diversity are oftenly based on prejudice; ethnic prejudice are linked to inflexible generalization that may be directed toward a group as a whole, or towards an individual. It takes place in various forms such as racism and stereotyping. Racism is that form of prejudice who believes on the superiority of a particular race. It determines psychological and cultural traits of a person’s race. Racism is also cultural when one believe the devaluation of traditions, music, or art of any other culture. Racism are often expressed in hate crimes, forms of harassment, and assault or murder towards minorities. Beyond that, Stereotype form of prejudice are preconceived and oversimplified generalization about any specific group based on race, gender, or religion. Stereotyping reflects positive or negative impacts; however, the perspective on an entire group of people can be distorted.
Hollins and Guzman (2005) noted that among the most critical challenges facing the nation is providing high-quality schooling for all students, especially those presently underserved by the educational system, including students of color, low-income students, English-language learners, and students in rural and urban settings. Hollins and Guzman (2005) discussed the recent report from the National Center for Educational Statistics (NCES, 2003a), the report indicated that the 100 largest public school districts in the nation enroll 23% of all public school students. Sixty-nine percent of those were minority students, and 54%were eligibles for free and reduced-price lunches. This is especially relevant in consideration of the expectations of
Minority Studies can be described as the teaching of ethnic and cultural diversity and the appeal of preserving a diverse ethnic common culture. Creating a classroom environment that produces a significant discussion about race, culture, and ethnicity is the instructor’s primary duty. (Teaching and Learning about Racial Issues in the Modern Classroom, Radical Pedagogy: Index, 2011). In current classrooms, students must be ready to speak about these issues in an open discussion about attitudes regarding this subject. Once students form opinions about race, culture or ethnicity they are usually unwilling to change and are inflexible toward new interpretations about this topic. Instructors must rise above student opposition when teaching this subject and apply an approach or coping procedure that prevent them from allowing any more negative information that supports their present point of view and without creating skeptical opinions (Teaching and Learning about Racial Issues in the Modern Classroom, Radical Pedagogy: Index...
The cultural diversity in society, which is reflected in schools, is forcing schools not to solely rely on content-centered curriculum, but to also incorporate student-centered lesson plans based on critique and inquiry. This requires multicultural education to a dominant part of the school system, not just an extra course or unit. Further, it demands that learning itself no longer be seen as obtaining knowledge but rather, education be seen as creating knowledge. Multicultural education should be seen as affirming the diversity of students and communities, promoting the multicultural ideas of the United States, and building the knowledge and behaviors needed for students to be a positive and contributing member of society and the global community as a whole.
When all stakeholders share similar core values and agree on the aims of education, reform efforts stand a better chance for success. Knowledge, skills, critical thinking, and citizenship are core values found at the heart of my beliefs for education. I also believe it is the aim of education to prepare students as contributing members of society. In schools where core values and education aims are revisited due to reform implementation, strategies are identified along with a plan for implementation, monitoring and evaluation. The federal government, state, districts, school leadership, teachers, students and parents all have significant responsibilities to make reform efforts a success.