Keepin’ It Real Minorities, African American and Latinos, in America are faced with challenges daily in white society. There are many obstacles minorities experience such as: being judged based on race, stereotyped, or worst being discriminated against by peers. Sadly, minorities can’t seem to escape to harsh realities society created. Citizens in the white society categorize humans by their race to socially construct the achievements and legitimate political goals. Minorities struggles with these goals due to the challenges they experience. The location of these challenges can occur in various places including on the job and/or at school. You may be under the impression that such challenges occurs within the adult minority groups. However, this applies to minority children as well. When the children are face with …show more content…
Cater, the author of the book Keepin’ It Real: School Success Beyond Black And White, became interested as of why minority students were faced with white society challenges in school systems? In her book, Keepin’ It Real: School Success Beyond Black And White, she offers an insightful look at the educational attainment in low-income urban communities. Carter suggest that these students are embraced the dominant opportunity ideology, they acknowledge the dominant cultural to obtain status and goods. However, they use their own cultural to gain status in their own communities. She conducted a research to study the importance of cultural authenticity for minority, such as African American and Latino, students. She examines how cultural authenticity influences minority students’ relationship with the values they believe are privileged in schools. Cultural authenticity reflects on the beliefs and values of everyday society. Carter questioned, why do so many African American and Latino students perform worse than their Asians and White peers in class and on exams? And why might African Americans and Latino students are less engaged in
Tara Yosso’s is a motivational, informational book that gives us an insight and awareness of how the Chicana/o students struggles throughout their education in the American society. Critical Race Counterstories Along the Chicana/Chicano Educational Pipeline, portrays how Latino students have been marginalized in the educational system. Yosso addresses the problems that might be hindering students of color to drop out of school to continue to higher education. She does this research by analyzing various situations that still happen in the K-12 educational system, as in high school, and higher education. Yosso also addresses counterstories to better understand the experiences and struggles Chicanas/os go through in their schooling. Counterstories are important to be able to know what Chicanas/os struggles go through. Also tells about the outcomes that Chicanas/os have overcome when they are in a situation were they ate being underrepresented and how they have been dealing with these unequal educational opportunities. Her book addresses, awareness of how the Chicana/o culture is being underrepresented in the American educational system. It gives an understanding of why the Chicana/o students are leaking out of the educational pipeline. It also shows the obstacles this Latino students have to face to be able to make it through the educational pipeline. Chicana/o students want to continue to higher education they have to transform the educational system and acknowledge this culture to be successful instead of setting them to failure. Furthermore, this critique will analyze the strengths and the weaknesses of Tara Y...
The problems currently arising are “not really in the debate over instructional methodology, but rather in communicating across cultures and in addressing the more fundamental issue of power, of whose voice gets to be heard in determining what is best for poor children and children of color” (Delpit 19). Administration must be able to respectfully gather information about a student in and out of school to help understand where they need the most structure and guidance and when to let them work independely. The current educational system in place has a mold that students need to fit, and for students of lower income familys, that mold is often expects less of them so naturally, the type of schooling provided for racial minorities is [they] one that prepares them for their respective place in the job market.” (Ogbu 83). Social reproducation is not a reality that society must accept and best try to break without a complete solution, but instead one that can be broken by a refocusing and recommittment to the students that often need the most guideance and resources for them to succeed and break social
The United States educational system faces a major challenge in addressing the disenfranchisement of youth due to poverty and racism in the schools. The U.S. Census Bureau, 2006 found that “currently about one-quarter of Blacks, Hispanics, and Native Americans are living in poverty in the U.S. compared to less than 10% of Asian Americans or Whites.” (Hughes et al. 2010, p. 2) Hughes, Newkirk & Stenhjem (2010) identified the stressors children living in poverty faced caused young adolescents to suffer mental and physical health issues which resulted in anxiety, hypertension, fear and depression. Lack of health care, neighborhood crime levels, joblessness, prejudice, and inadequate housing are among the many reasons multi-cultural youth from high poverty backgrounds become disenfranchised from the American school system. Race, racism, and poverty combine to create a triple jeopardy which severely impacts the fulfillment of the need of young adolescents to experience a sense of belonging and cultural competence. Lack of supportive environments both in school, society, work, and family life often prevent students from developing the cultural competence minority students must develop in order to become fully successful. For the purposes of this essay key issues were identified regarding the disenfranchisement of Native American youth, such as systemic prejudice and cultural bias within the school system which resulted in loss of connectedness of Navajo youth to school, teachers, and family. Galliher, Jones, & Dahl (2010) identified cultural connectedness as being the key component necessary in order to reengage the Native American student within the educational environment.
From the mid 1800’s to the mid 1900’s African Americans endured relentlessness racism. White supremacists dehumanized African Americans in almost all aspects of their life. The hate sparked intelligent leaders to stand against the south and resist the racism. Of these important Civil Rights figures, Charles Hamilton Houston (1895-1950), an attorney and law professor at Howard University instructed a generation of black lawyer activists to defend equal rights for all. Houston wrote, “Need for Negro Lawyers,” and “Negro Separate Schools,” to explain his views and goals in regards to Civil Rights activism. He elucidated blacks capabilities and fought oppression through education.
Analyzing discipline data assists school staff in effectively implementing techniques to reduce current discipline issues, as well as improve academic achievement. Looking for patterns in discipline data allows those analyzing to effectively compare school data to national trends, as well as enabling them to generate a professional development program to assist in increasing academia by lowering discipline rates. According to Predy, McIntosh, and Frank, the most common way to analyze discipline data is by using discipline referrals, due to the basic uniformity of the office discipline referral information (2014). By using discipline data, Lacy Elementary School can create a plan to lower discipline referral rates by focusing on issues that
Hugo García and Nancy Ramirez write about Tyrone C. Howard’s Why Race and Culture Matters in Schools: Closing the Achievement Gap in America’s Classrooms. The book stimulates conversations and debates in K-12 regarding the measuring of student learning outcomes and closing the achievement gap among socioeconomic groups of students. Reading, math, retention, suspensions, expulsions, and graduation rates illustrates the academic discrepancies among the different socioeconomic statuses and different racial groups. They say that Howard believed adopting a multicultural education can help the teachers understand the skills to teach diverse learners. Culture and race impact the teaching and learning and measures the student’s achievement. Howard
Racial inequality is still a problem in America, but there are ways to fight against it.
“Our Schools Must Do Better” written by author Bob Herbert attempts to persuade the audience that the public education system is falling behind the times and needs a complete overhaul in order to keep up with the rapidly changing times and technology. He accomplishes this by employing anecdotes and using emotional appeal to capture the audience 's attention as well as an authoritative tone throughout the essay. Although the introduction was eye catching and some might argue persuasive the disorganization and lack of supporting detail left much to be desired.
Life has changed only in the way that schools were run, though they are still in place in a sense just by where people live. People are still judged by what they wear, who they like and even what school they go to because the school that you go to reflect the part of town that you live in. The poor part of town is often thought of as the place in which African-Americans live, this is simply because they are not necessarily given the chances that Caucasians are given, through their education. In these places the school system is reflected, the students are not given the chances that people with parents that push them and can give them everything that they might need to succeed in life through education. This is shown through KIPP Academy one of the most highly respected school in the Bronx; it does not have any entrance exams it is all lottery style anyone student in fourth grade is eligible to be entered into the lottery for a slot in the two fifth grade classes.
“An array of knowledges, skills, abilities and contacts possessed and used by Communities of Color to survive and resist racism and other forms of oppression” encompasses the main idea of Community Cultural Wealth. It is vital to understand that students will step foot into the classroom with a variety of cultures zipped up in their backpacks, and it is our job as educators to make sure that equality is instilled/taught in our classrooms. The second a student feels a sense of discrimination, whether from ourselves or their fellow classmate(s), is when the safe and comforting environment of the classroom begins to diminish. Here I will discuss just how important it is to see the differences amongst students as an advantage
This source will equip the argument for utilizing diversity as an educational apparatus that supports student development and learning. The showcase of the impact of diverse student engagement will definitely be useful for providing a strong reasoning for showcasing how the experience of students in the US schooling system shapes the educational experiences of diversified student groups. Dixson, A., & Rousseau, C. (2005). And we are still not saved: critical race theory in education ten years later.... ...
By the year 2044, white Americans are expected to become a minority. Nevertheless, many Americans treat the current minorities in the U.S. like they are such a little part of our population. Even though civil rights are a large part of America, racism is still a major issue in the U.S.A., though chances are, you don’t see it in children. Children are not born disliking specific people or skin colors or thinking they are smarter than someone with a different hair color, but rather, are taught that certain people are less intelligent or friendly than others. After watching “Brown Eyes Blue Eyes” this idea is supported even more.
school they need to be able to work hard at home as well to enable the
I will collect quantitative data through a survey administered to all teachers at Bethel Middle School. In quantitative data analysis, a researcher analyzed the data collected using statistics in order to break down the data into smaller segments that aim to answer the research questions. Researchers also interpret the data in light of what past research noted and past predictions or assumptions they, and others, have made (Creswell, 2015).
In the book Introduction to Teaching: Becoming a Professional, Kauchak and Eggen (2014) identified schools as social systems and wrote, “Social systems work effectively when their components work together to meet their goals” (p. 181). The components listed were the staff and faculty members of a school, the physical building of the school itself and surrounding areas, and the curriculum. The characteristics of an effective school such as its optimal size, good leadership, high collective efficacy in teachers, teachers involving students in learning activities and lessons, frequent assessment of students by teachers and continual feedback from teachers to students, safe and orderly environment, and positive parental and community involvement may all be grouped with these components. For instance, the staff and faculty members of a school include teachers and the leader. The physical building itself and its surroundings include the size of the school as well as the parents and community surrounding it. The two previous components can both be associated with a safe and orderly environment. Plus, the curriculum is related to interactive instruction and the monitoring of student progress.