Strahan, D. B., L'Esperance, M., & Hoose, J. V. (2010). Promoting harmony: young adolescent development and classroom practices. (3 ed.). Westerville, Ohio: National Middle School Association.
From the information collected it is apparent that racial divisions are still present within our society and have serious negative effects. While schools have become “desegregated” since the Brown v Board of education decision, the data shows there are still racial divides within the community and public education. Barrington is a white upper class city that remains dominantly white while Providence is a racially diverse lower-class city with a working class population. Over the years the racial makeup has stayed relatively the same. This lack of residential integration can also explain the education gap between whites and racial-ethnic minorities. Barrington is able to offer a higher quality education because the population of the city has a larger average income, which means there is a larger taxable bases for the school to collect funds from. Meanwhile, Hope High School is located in a lower class city where school funding is much more limited, meaning they don’t have the necessary funds to provide a high quality education. The minority groups end up receiving a worse education than the white majority. The solution to this problem
Minority children are spending 12% less time in class because of this! The public school system’s teachers and administration are intolerant to minority youth groups, thus impacting disciplinary issues and unequal application of regulations. This results in student segregation due to being held back from a successful future.
Ethnicity is a rising factor in all schools today and it can alter how students learn. Races are divided up into their own groups sort of like a prison. These students of different race are all put into the same classroom whether they like it or not. Life is an everyday struggle for these students. They have a different perspective on life, for instance, they ask themselves why they should even care about getting an education. Everyone is fighting their own war and trying to conquer their own demons. Gang violence is distracting these students in and out of the classrooms making it nearly impossible for them to learn. How these students are suppose to obtain an education when even the school board has given up on the majority of them? In general,
Social Science defines the term “community” as a group of individuals who collectively share similar perspective, characteristics, and experiences . My group selection coincides with the category of historically underserved minority students. These underserved groups of minorities have been identified as having been, or being: (1) a concentrated group of school-aged individuals ranging from the ages of 5-18; (2) belonging to a racial minority group; (3) enrolled in underfunded, or, underserved schools; being (4) economically and socially disadvantaged.
Currently, the Cabot Public Schools lacks in the area of diversity when it comes to race and ethnicity. However, in recent years, t...
It is true that the school systems we go through face flaws far greater than one might think. With a school being the place where many students are “Exposed to diversity for the first time in their life,” according to John Macionis, a sociologist and author of sociology, it is to no one’s surprise that there are issues with segregation in regards to race, as the National Education Association points out, “The United States has over 44 percent non-white students”, and the nation as a whole is known for being racially diverse, but there are also issues with class and even gender. When the percentage of diversity varies from school to school and students are faced with majority groups and minority groups in terms of how many students make up said
In 1976 84.3% of the student body at both two and four high education institutions were caucasian. Leaving only 9.6% African-American, 3.6 Hispanic, 1.8 Asian/Pacific Islander and 0.7% American Indian/Alaska Native. Now in 2006, 67.4% students are caucasian, 13.3% African American, 11.4% Hispanic, 6.8% Asian/Pacific Islander, 1.1% American Indian/Alaska Native.” (Batten 1) >INSERT GRAPH<
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
My role in this assignment is that of a member of a program or subject area committee at an urban upper middle class attendance center and I will be addressing diversity and lower scores to the administration. The faculty at this school contains a large number of new hires as well as relatively new teachers; less than half of the instructors have 10 or more years of experience. According to the needs assessment and recent surveys, there is unacceptable student achievement in academic basics, markedly lower scores for students with special needs and for African American and /or Hispanic students. Due to this increased diversity in the school as well as a lower level achievement, we need to address grading, evaluation, reporting,