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ethnic diversity in the classroom
how does racism affect education
ethnic diversity in the classroom
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Everyone is given an ascribed status. Whether it is race-ethnicity, sex, or social class it is involuntary and determines how people look at the individual. Someone can not change the stereotype that comes along with their ascribed status, but a person can earn an achieved status by not following the norms they associate with. For example, it is common for people to connect a low-income student with failure in education. The targeted child can disprove this propensity by getting honors in school and graduating college. Society has conformed to these learned ideas of a dominant group with specific characteristics holding power over those unlike themselves, from our society’s subculture. The Civil Rights Act of 1964 was a benchmark for the American nation which prohibited discrimination for any individual whether their race, color, religion, sex, or origin. Unfortunately, to this day our culture has it still imbedded in their minds that people unlike themselves are inferior and therefore is given unequal treatment. One instance of taught prejudice is watching a parent lock the car doors when driving though certain parts of town. Although racism is not always verbally spoken someone who is unlike the majority is likely to be directly scrutinized with subtle actions. This idea of unconsciously judging others follows into schools today. It is a controversial issue that teachers are unintentionally treating their students differently according to how they look. Educators within school districts are unknowingly sharing bias among their students depending on their social class, race, or gender which is leaving some students more advantaged than others.
There are many stereotypes about poor families and education. The top five most commo...
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.... P., Butisingh, S., Tsang, W., & Ouellette, R. (2012). Students' Race and Teachers' Social Support Affect the Positive Feedback Bias in Public Schools. Journal Of Educational Psychology, 104(4), 1149-1161. doi:10.1037/a0028110
Stevens, P. J. (2009). Pupils' perspectives on racism and differential treatment by teachers: on stragglers, the ill and being deviant. British Educational Research Journal, 35(3), 413-430. doi:10.1080/01411920802044420
Brown, J. (2004). Escaping the Circle by Confronting Classroom Stereotyping: A Step toward Equality in the Daily Educational Experience of Children of Color*. Berkeley Women's Law Journal, 19(2), 216-232.
Bowen, N. K., Wegmann, K. M., & Webber, K. C. (2013). Enhancing a Brief Writing Intervention to Combat Stereotype Threat Among Middle-School Students. Journal Of Educational Psychology, 105(2), 427-435. doi:10.1037/a0031177
In Schooltalk: Rethinking What We Say About - and to - Students Every Day, Mica Pollock provides readers with fact-based information to “flip the script” of the misrepresentation of students in the education setting. Pollock demonstrates how race, gender, and ethnic labels can be detrimental to student achievement. She, then, dives in to 600 years of myths regarding social race labels and how they continue to affect humans today. By correcting race, gender, and ethnicity label myths in our minds, we can effectively advocate for these students. To conclude the book, Pollock focuses on how to devise a plan to correct our own misconceptions and foster a supportive environment for diverse students. Throughout
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
Landsmen, Julie. (2004, November) Closing the Achievement Gap: Confronting the Racism of Low Expectations. Educational Leadership 62 (3).
However, this general knowledge is not apparent to White people. Similar to microaggressions, John F. Dovidio discusses the concept of aversion racism, “a subtle, often unintentional form of bias that characterizes many White Americans who possess strong egalitarian values and who believe that they are nonprejudiced” (90). Eduardo Bonilla-Silva and Sue both demonstrate from their research that Whites do not comprehend the impact of their unconscious biases. These biases towards students of colour in a white-based post-secondary school environment can result in stress and weak interracial relationships. This is an issue since the significance of these everyday actions are not fully recognized and acknowledged. I will elaborate on a variety of examples, specifically the influence of the peers, and
Race as a factor in inequity. Ladson-Billings and Tate (1995) posit that race continues to be a significant factor in determining inequity in the United States. Race matters in society. If we look at high school drop out, suspension, and incarceration rates of men of color in America we see a disproportionate amount of men of color marginalized and profiled by society. This is further compounded by the perception that male faculty of color cannot be educators or at least are not often conceptually visualized in that capacity (Bryan and Browder, 2013).
On a personal note, the reason I have selected the topic of racism in the classroom is two-fold. First, I am employed in a suburban school district where I occasionally witness social inequalities for students of color that play out and dramatically impact learning. Secondly, I was brought up in a family which espoused racist beliefs and principles. This self-examination serves as a critical means for me to come face to face with aspects of my own distorted misconceptions, and perhaps begin to undue a familial legacy of injurious thinking and
As an African American male, I experienced inequality, and judgment from individuals that have no idea what kind of person I truly am. As a youth, I received a lackluster education, which has resulted in me underachieving in a number of my college classes. It has come to my attention that other colored students are currently experiencing and receiving the same inadequate learning environment and educatio...
In the article “Implicit racial bias often begins as early as preschool, a study finds” that black students are discriminated against by their teachers. Teachers don't expect as much from
Rowley, Stephanie J. "Development of Stereotypes 1 The Development of Race, Gender, and Social Class Stereotypes in Black and White Adolescents Ste." Thesis. N.d. Development of Stereotypes 1 The Development of Race, Gender, and Social Class Stereotypes in Black and White Adolescents Ste. Web. 16 Mar. 2014. .
...types about people like themselves, and the message that they are inferior and cannot achieve, and their coming to believe or internalize those stereotypes and messages" (201). This turns into a loss of self-esteem and extreme hatred towards oneself and members of their group. In the school systems, teachers tend to pay less attention to students of color, or else don't encourage them as much as they do the white children. Also, the students themselves can make cruel comments to their peers and all of this can lead to internalized racism. Teachers need to watch their own actions as well as those of their students to make sure this isn't happening. The teachers should accept, learn, and believe the fact that we are all one. There is not two, three, or ten human species, there is one. If this is stressed enough in schools, children can grow up free of racism.
The demographic underrepresentation of African American students promotes inferiority of the minority races, which creates a segregated environment. Elizabeth Smith article Racism: It Is Always There, examines the failure of American society to reconcile with the issues of racism and the effects on the American society. Smith defines institutional racism as “fueled by a reluctance to change what per...
During most meetings this fairly homogeneous group of people eloquently and thoughtfully engage in passionate conversations about children of color and their inequitable schooling experiences. Dialogue in the room turns into subtle conversations about students’ academic traits, neighborhoods, language, parents, and poverty levels as they relate to the educational misfortunes of students of color. And then it happens, a white colleague or group of colleagues ...
As I was walking my way through my first day of Georgian Forest Elementary School, I, like my peers believed that I was there to receive an education. I could do what everyone else could and treated like everyone the same. At least that’s what I thought. And, then, I saw stares. Thinking that I was the one everyone looked at. However I was wrong. I turned around to see a beautiful little girl child in a wheelchair with her head down. There were whispers, giggles and looks of concern at that time I realized discrimination within children is real.
Racism and ethnicity continue to affect the sector of education in most parts of the world. More often, it influences adults and children’s experiences in education at all levels and in various ways. These include professional employment, academic performance, parental involvement, social interactions, assessment issues, and curriculum development. Certainly, the terms racism and ethnicity identify as problematic and arise socially. Therefore, many people fail to recognize that racism is a perception about the color of the skin and traditions of a particular group of people. Racism and ethnicity exist in quite blatant and subtle forms. As such, racism and ethnicity usually lead to negative consequences for the group that does not belong to the dominant culture. The contemporary racism originated from various avenues, one of it being the society norms and upbringing. Indeed, as children grow, they exclusively rely on their parents or guardians to learn new things. Moreover, part of the upbringing involves teaching the children things about the society and the
A significant problem of practice in education is teacher bias. Teacher bias has implications around race, ethnicity, gender, sexuality and socioeconomic status. Teachers must be willing to examine their beliefs, acknowledge and overcome their biases. Teachers need to evaluate their practices in relation to their ideals as well as recognize and assess the position of power they hold in their classrooms in order to be true Social Justice Educators (Cooper, 2003).