Introduction Racial discrimination is a real problem in American schools where African American students are segregated and their rights violated in many ways. Racial discrimination is especially advanced in public schools where majority of the students are colored. In these institutions, the government has failed to offer credible support thus subjecting them to serious problems making the learning process close to impossible (Blank et al, p.108). The departments of justice and education have admitted that serious problems are experienced by school going children in most of the American schools. Positive policies on discipline are being put into measure as a way of reducing the cases of racial discrimination as it affects learning of students negatively and eventually leads to failure of the students.
Introduction The theme of the research is to discover why there is such a vast educational gap between minority and Caucasian students. Many American are unaware that such an educational gap actually exists among today’s students. This article informs us of alarming statics, such as of African American students representing a majority of the special education population, despite only making up roughly 40% of the student population. It also breaks down key events that contributed to the poor education that minority children are currently receiving. For example, in the past, it was illegal to educate African Americans and when it became legal to blacks were treated as second class students.
For centuries African Americans have fought for equal rights, one of them being an opportunity for the chance to get an equal education. Many people believe that African Americans have an equal or better chance at getting an education than other students. This is not the case when in fact, it is actually harder for these three reasons: African American students tend to come from harsh, poverty stricken atmospheres. Shattered family lifestyles that make it difficult to pursue a higher education because they have not received the proper information. Secondly, just because African Americans are minorities does not mean that they receive a vast amount of government assistance or financial aid to pursue a higher education.
Inequality in schools starts with inequality in society. Someone who is preferably white and resides in the middle class will most likely do well in school. A black female or male most likely will not succeed because of the environment they are surrounded by. A student has trouble succeeding by living in a neighborhood that is economically incompetent to move forward. The only way to make school somewhat equal to all races and genders is to teach them all on the same level.
Why would minorities despise a program designed to benefit them? Busing minorities to primarily white schools is basically telling minorities that they can’t be educated adequately without sitting next to white people (Kreyche, 1992). This is extremely degrading for minorities. Professor Kevin Brown who has completed many studies concerning forced busing concludes that the initial reason behind forced busing was fewer resources in black schools. Brown states that the current reason for forced busing is the absence of white students in black schools.
Dr. Mubenga also underlines the theory that "the legacy of slavery and poverty has a negative impact on the African American’s mind. These strains are so strong that they are passed on through centuries to the younger generation" (Mubenga 9). Mubenga’s work unveiled the idea that the most prominent social disadvantage of African Americans can be seen in education and academic achievement. It demonstrated how the concentration of African Americans in historically poverty-stricken areas contributes to a failing educational system. In addition, Dr. Mubenga’s essay made known to me the idea that because African American students are disadvantaged in schools, they shift their priorities away from education.
The students many times are then stuck in the classes that do not have the same high expectations as the one or two classes of our “top” students. Those “top” classes are often times over represented by the white students as well as students from more affluent families. Going back to Orfield, et al (2010), one way to keep this from happening is by “detracking” students (p 25). Oftentimes students are labeled at a young age and sent on track that will carry on all the way through graduation. Minority students, ELL students and students from low income families generally do not test well at young ages and then are put on track of education that has lower expectations than their peers that are from affluent white families.
Placement testing is not the only way of dividing up these groups. Sometimes a student’s race or socio-economic background is taken into consideration. Hispanic and African American students are usually the groups that are negatively affected by the process of tracking. “Thus, the practice of tracking places large numbers of students who are already economically disadvantaged at risk of being educationally disadvantaged” (Risley, 1999:1). Tracking began back in the late nineteenth and early twentieth centuries (Risley, 1999:1).
We saw this in the 1960s; poor African Americans performed inadequately in school because they were culturally or linguistically deprived. Not only is race a determining factor in the social reproduction of inequality, but it is a combination of how facets of our identity intersect with changing values and norms of our society.
Resource scarcity and lack of opportunity repeatedly are presented as the only conceivable explanations for poor performance in education. Besides that, highly diverse educated groups explained for low academic achievement of black children positioned the problem in the children themselves and in their families. An essence are unchallengeable, according to this view, as Palen (2001) narrated that “Inequality, it claims, is natural, those who prove themselves superior in the competitive struggle are superior from birth and their strength lies in their genes.” (p, 13). Thi... ... middle of paper ... ...Child Left Behind Act, voucher or choice, and charter schools can improve our children's academic performances, especially minority students. For example, debate over school vouchers is that minority families will be mostly expected to leave the public schools and enroll their children in private schools if given the opportunity.