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 educational resources being distributed based upon those classifications (Nieto, 2012). Therefore, educators who consciously or subconsciously teach with such prejudices are creating a culture of racism and discrimination rather than a multicultural society within their classroom, school and community.
As the United States population continues to grow with the addition of immigrants becoming citizens, this presents an ever growing diverse public school population. The addition of new students from foreign countries and the divergence of current student bodies, the expectations of students by educators can be a mixed message (Nieto, 2012). Research has shown that a teacher can create the level of academic expectation that they would like their students to achieve by how they view them (Nieto, 2012). Early research has shown teachers may have intentionally or unintentionally grouped their students in different categories such as a fast learner group and slow learner gr...
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...lled to help students overcome some of the disadvantages that they face each day is for teachers to change their own prejudices towards students of color and economic background (Nieto, 2012). After all, school may be the only safe and consistent environment that they experience each day. Furthermore, the overall structure of a school’s curriculum and ethos may not fulfill the student’s educational needs due to the community’s economic depression (Nieto, 2012). The goal of a school is to provide an equitable and equal educational opportunity regardless of the student’s race, creed, and religious background (Nieto, 2012). The answers to narrowing the educational gap will not only be found within the schools walls, but in the communities where students live, school reform that allows for multiculturalism, and educators treating each student equitably (Stoll, 2014).
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