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Child discipline
Racial profiling in America
Racial profiling in America
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When people think of equality, they usually think of being fair, and without injustice. In fact the true definition of equality is “ the quality of being equal among people, social groups, or organizations”. This was a term that was frequently used in the civil rights movement. We are living in a country that is supposed to be known for its freedom and equality, especially when it comes to public education. Each day, 10.2 million minority children are sent to public schools, believing that they are getting an equal opportunity to education. If this were true, then why is it that over 12% more minority kids were suspended than white kids for the same behavior in schools? . Rather than upholding our “freedom”, we have become a country that accepts …show more content…
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.
In 1954, a law was passed stating that public education was not a place for segregation nor oppression and that all people of all colors were allowed to have the same education. The school’s ability to suspend a child from learning, plays a key role in the child’s ability to get the same education as everyone else. Suspensions are often used as a “quick fix” for behavioral issues, that in reality, need more support and resources. In many
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This pipeline greatly affects students of color. The biggest contributor to this pipeline are inequalities in the disciplinary system in schools. These are often called “zero tolerance policies”. Schools guide their students into this pipeline by involving police in minor on campus situations, often resulting to juvenile detention referrals, arrests, and even incarcerations. What schools tend to forget is that once they involve the police, it then becomes apart of the minor’s permanent record. This follows the child when they grow up, hindering them from getting a proper job, makes it harder to get into any school they want, and doesn’t allow them to access resources that is available to everyone else. There has been studies that prove that the likelihood of a child dropping out of school if they are suspended more than 3 times in their entire K-12 education life, and a proven fact that a child who drops out of school is three times more likely to end up in prison than a child who graduated high school. Did you know that the amount of prisons to be built are determined by the academic levels of minority children in the 3rd grade? This fact is
The proposed expulsions and suspensions from their disability behaviors deprived them of their right to a free and appropriate public education in accordance to the EHA. The Judge ordered the school district from making other disciplinary acts other than a two-to-five-day suspension against any disabled child for disability-related behaviors and ensured that the “stay-put” provision would be in place and no student would be removed. This went to the Ninth-Circuit appeal where the previous decision was affirmed and modified to allow up to a ten-day suspension.
Another school in the same district is located “in a former roller-skating rink” with a “lack of windows” an a scarcity of textbooks and counselors. The ratio of children to counselors is 930 to one. For 1,300 children, of which “90 percent [are] black and Hispanic” and “10 percent are Asian, white, or Middle Eastern”, the school only has 26 computers. Another school in the district, its principal relates, “‘was built to hold one thousand students’” but has “‘1,550.’” This school is also shockingly nonwhite where “’29 percent '” of students are “‘black [and] 70 percent [are]
If you did not know, the zero tolerance policy is when students break school behavior rules and strict regulations created by the district or school and get severe consequences for it. Carla Amurao, the author of the article, “Fact Sheet: How Bad Is the School-to-Prison Pipeline?”, stated that “statistics reflect that these policies disproportionately target students of color”. Students of color are being affected so badly by this policy, that statistics show black students are 3 times more likely to get expelled than white students. Since these students are being expelled or arrested for breaking zero tolerance policy rules, they are missing valuable information in classes due to court hearings. But, some people argue that the zero tolerance policy is unfair to all students, making the education system equal for all to succeed. For example, a “2007 study by the Advancement Project and the Power U Center for Social Change says that for every 100 students who were suspended, 15 were Black, 7.9 were American Indian, 6.8 were Latino and 4.8 were white”. As you can see, the zero tolerance policy affects all races, making them miss their education because of certain consequences. Because the mindset of these people is that, if the zero-tolerance policy does not affect just one race or group of people, then the education system
Furthermore, our current education system places blacks and Hispanic students on a trajectory towards the cyclical pattern in our prison and incarceration systems. Our educations disciplinary system is ineffectively enforced, which leads to blacks, Hispanics, and other minority groups to be picked out at early ages. If these students are being suspended without school work, supervision, or an established routine, where are they going to be hanging out? In the New Jim Crow, Michelle Alexander presented the parallels that exist between the school to prison pipeline, where 37.2% of African American students are locked up before they finish high school. The statistics she presented may push some people to make the assumption that higher education
The school-to-prison pipeline is the idea that schools funnel students into the prison system. This theory is narrow-minded and ignores how the government benefits from the surveillance of African Americans. With the imagery of a pipe, this complex issue is reduced to the single-minded idea that schools force people of color, most notably African Americans, and does not discuss the evolution of the larger society. The way society has evolved to discriminate against African Americans at the institutional level is a key factor in the increased incarceration rates. The school-to-prison pipeline is an outdated and prejudiced model that does not fully explain the situation many African Americans face.
Young minds are some of the most important in our society today. For this reason, children should have positive representations of themselves in their education system. In America, most children of color do not have these adult figures in their schools. According to the article “US teacher are no where as diverse as their students” Jesse J. Holland says that almost half the students attending public schools are minorities, yet only 1 in 5 of their teachers are nonwhite. African Americans have a much more difficult time getting employment in the U.S school system today.
After decades of federal and state legislation and judicial activism, hundreds of millions of dollars invested in schools and programs designed to address racial, ethnic and economic isolation, and the focus of countless educators, policymakers, and stakeholders, segregation of public schools remains a pernicious reality. The elephant in the room of our national discourse about race continues to be the de facto segregation of our communities, and by extension of community-based segregation, the segregation of our nation’s system of public schools. Sixty-two years after the United States Supreme Court’s Brown v. Board of Education (1954) decision ended de jure segregation of public schools, many communities in the United States continue to
America’s school system and student population remains segregated, by race and class. The inequalities that exist in schools today result from more than just poorly managed schools; they reflect the racial and socioeconomic inequities of society as a whole. Most of the problems with schools boil down to either racism in and outside the school system or financial disparity between wealthy and poor school districts. Because schools receive funding through local property taxes, low-income communities start at an economic disadvantage. Less funding means fewer resources, lower quality instruction and curricula, and little to no community involvement.
Khadaroo, Teicher. “School suspensions: Does racial bias feed the school-to-prison pipeline?” The Christian Science Monitor., March 31, 2013. Web. May 3, 2014.
This injustice is commonly referred to as the school-to- prison pipeline. According to the American Civil Liberties Union, “zero tolerance” policies in schools criminalize minor violations of school rules, resulting in resource officers placed in schools lead students to be criminalized for situations that should be handled within the school. Moreover, students of color are three times more likely to be severely punished for their behavior than white students. This discrimination follows the student into young adulthood where they are more likely to be incarcerated. This continuous cycle of entering the prison system and then continuously going in and out of it was discussed in the documentary. Possible solutions that have been discussed to end the school-to-prison pipeline include: police being the last resort in fixing conflict, improving the student to staff ratio, and providing more alternative discipline practices. Recently, more schools are noticing the damaging effects related to taking students out of class for disciplinary reasons and have since came up with alternatives to suspension such as restorative justice, which allows students to resolve conflict through conversations that may include the student, the person the student hurt and their
According to the most recent data from the Department of Education, preschoolers who are racially diverse are being disciplined at a rate 3 times as great as their white classmates (Rich, 2014). The Department of Education data shows 48 percent of preschool suspensions were of black students who only make up 18% of all students attending preschool (Rich, 2014). This data is deeply disturbing. What could a preschooler possibly do to warrant a suspension?
Once a school system drops their efforts to integrate schools, the schools in low-income neighborhood are left to suffer; not to mention that segregation in schools leads, not only to the neglect of schools, but the neglect of students as well. Resegregation quite literally divides the public schools into two groups “the good schools”, that are well funded, and “the bad schools”, that receive a fraction of the benefits-- more often than not the groups are alternatively labeled as “the white schools” and “the black schools” (and/or hispanic). Opportunities for the neglected students diminish significantly without certain career specific qualifications that quality education can provide-- they can’t rise above the forces that are keeping them in their situation.
Develop an argument on or some ideas of understanding about curriculum as multicultural text by relating the works of Darling-Hammond, French, & Garcia-Lopez, Delpit, Duarte & Smith, Greene, Nieto and Sletter to your experience of curriculum, teaching, and learning as affirming diversity. You could think specifically about the following questions: Is there a need for diversity in curriculum studies and designs? Why? What measures do you think will be effective in incorporating such a need into curriculum studies and designs? What is the relevance of diversity to your career goal, to education in your family, community, and school, to education in Georgia, and to education in general? In which way can you develop a curriculum which helps cultivate empathy, compassion, passion, and hope for citizens of the world, and which fosters social justice?
To me, equality of opportunity in public education is where every single person deserves and is entitled to an equal chance to obtain a good education, grow and make positive progress throughout their time in school, and be successful in reaching their full potential later in life. These people should be treated identically, not differently due to their gender, ethnicity, or socioeconomic status.
Promoting fairness in the classroom not only gives the teacher respect but also gives the students a sense of safeness and trust within the classroom. Creating an environment that revolves around fairness, trust and respect will be beneficial to all of the children in the class. The terms respect and trust are pretty straightforward. There doesn’t need to be a debate on what those two mean, but the same cannot be said for fairness. When one usually hears the word “fair” it is often looked at as synonymous to the term “equal” but the two are not the same, especially in a classroom setting. The term fairness on the classroom level means that the individual students are given what he or she may need in order to be successful; fairness does not