Minority perspectives provides educators with tools to oppose the policies and practices from dominant groups and questions their knowledge. Furthermore, interpretation is useful because understanding the problems of race needs to be perceptive from different academic subjects. We rely on our racial background and experiences to make sense of it and provide
There are certain tools that are essential in schools for the success of education. Whether it be reading, writing, comprehending, or problem solving; these are all tools that are advantageous to possess in one’s education. Unfortunately, not all groups are able to acquire all these tools as easily as other groups are. It is unequivocal that education plays a major role in one’s future, but certain students cannot achieve their ideal education because of the lack of a proper education system. This is what leads to the inequality in education for students of color who are from an underprivileged area, compared to students on the contrary.
The underrepresentation of African American teachers in U.S. schools is a longstanding issue that has significant implications for student outcomes. This dissertation will explore the historical context of African American education and teachers, highlight the persistent disparities in education outcomes between African American students and their peers, and examine the impact of the underrepresentation of African American teachers on student outcomes. Despite decades of progress toward greater diversity in the teaching profession, African American teachers remain vastly underrepresented in comparison to their white counterparts. This thematic concern is of particular importance because research has shown that students of color, particularly African American students, benefit academically and socially from having teachers who share
In the article, AP African American Studies Pilot Introduces Diverse Changes written by Bernard Grant, it states, “Stanford University research shows that culturally relevant course contents increases academic performance and attendance of students across BIPOC background.” According to the article, courses that are culturally relevant usually consist of students from diverse backgrounds. This helps everyone learn how to work with different people and develop new, creative ideas. In Naseem Rakha’s article, Is The New AP African American Studies Course Dangerous? Students Don’t Think So, it claims, “....students said they felt wiser, more empathetic and empowered to do better.”
courses in college that have opened up my mind to the issue. The more information I learn about this issue, the more surprised I am that our society still exhibits bias, because as much as the United States preaches about equality, it appears as if society has segregation in minor ways. Although the debate between whether there are biased questions on the SATs or not seems to favor that there aren’t by popular opinions, there is still biased behavior occurring in school systems that prevent certain groups of students from getting the proper resources needed. Because I would like to work in an low-income area, which most likely would contain minorities, as a teacher I would make the effort to help those students get the sufficient help needed. This motivates me to become a part of the education field, because caring teachers are much needed in area like this.
Bestcolleges.com has stated, “Culturally relevant course content keeps students engaged, gives them a sense of belonging, and helps all students learn to work with people from diverse backgrounds.” Students can learn how to advocate for people of color and can learn to relate to people of many different backgrounds as well.
The educational system in America contains numerous racial disparities that affects the very core of the children who is suppose to benefit from education. This disparity comes in many forms in primary schools, a teacher’s attitude being one of them (Epps, 1995). A teacher’s attitude in a classroom consisting of a racially diverse children is a large contributing factor to the academic success of their students, more specifically, the minority African American students. It is a given that all schools should employ qualified teacher who are passionate about their students and the quality of education they provide to these students. Unfortunately, that is not the case for many urban schools that house a large proportion of African American students
However, with diversity comes inequalities that people of color face throughout their lives. A particular issue in the United States, specifically in education, is unequal opportunities and treatment in regard to race. Research shows that students from single-parent black families had a high chance of dropping out and participating in illicit behavior (Hallinan 54). While the issue of race is a complicated issue to breach for
Teachers who are fully committed to multiculturalism and anti-racism may fail to see how their own beliefs and values may get in the way of their good intentions towards their Black students (Guess, 2006). As an example of the tensions inherent in Whiteness, White people will admit to being Americans, but are uncomfortable being White though they accept the privileges of Whiteness (Cullen, 2014). Something I noticed while interviewing Sara, was that anytime she had to say or refer to herself as White she said it quieter, almost as if she were afraid to say the word White or Caucasian out loud. In an attempt to understand racial disparities in education, educators must look deeper at Whiteness (Lund, 2015).
A classroom should be filled with a wide variety of languages, experiences, and cultural diversity. An effective teacher understands the importance of culturally responsive teaching, and recognizes the significance of including students ' cultural references in all aspects of learning. Having an enriching classroom that engages all students does not mean making judgments about a student’s culture based on their skin color, gender, or socioeconomic status, rather it means knowing each student in a way that is individualized. According to the authors of The First Day of School: How to be an Effective Teacher Harry Wong, race, gender, religion, financial statue, and skin color is the least important factor determining a student’s achievement. Moreover, demographics and culture are not an excuse for students’ lack of achievement.
Academic Summary of “Acting on Beliefs in Teacher Education for Cultural Diversity” By Gay (2010) The article “Acting on Beliefs in Teacher Education for Cultural Diversity” by Gay (2010), who is a Professor at University of Washington in Faculty of Education, focuses on educating teachers for cultural diversity in classroom environments, which is frequently discussed but not a well-developed topic. According to Gay (2010), the society we live in has a huge impact on our lives, although we try to ignore or minimize its effect on educational area. There is a huge Eurocentric emphasis in the educational setting that affect students from culturally, ethnically and racially diverse backgrounds, and because of this she thinks that some major changes
The teachers need to understand the instructional designs and how to apply these. In executing this effectively the learning process should expose the utilization of theoretical frameworks, student centered learning, collaboration, culturally fit (diversity), awareness of different learning styles and reflective practices (Tuitt, 2003, p.251- 253). With this we can be sure that every child can learn every child must learn with inclusive pedagogy through accessibility of
2.2.5. Cultural diversity in Classroom: There are various cultural differences that teachers are likely to come across culturally diverse classrooms including Gender, Age, Cognition, Norms, beliefs, Primary language, Exceptionality, Cultural heritage, Socio-economic status, Opinions, ideas, Attitudes, Expectations, Behavioral styles, Geography, Learning styles, Communication Styles, Decision making styles, Ways of Communicating Non-verbally, Ways of Learning, Ways of Dealing with Conflict, Ways of Using Symbols and Approaches to completing tasks etc. According to Pratt-Johnson (2005), there are six basic cultural differences that teachers are likely to encounter in the culturally diverse classroom. Familiarity with these differences will begin
How are the Socio-Cultural Issues of Social Disadvantage and Cultural Diversity Understood and Represented in the Australian Education System? Issues of social disadvantage, particularly those associated with socio-economic and cultural diversity, are still not adequately understood or represented in the Australian education system. A short investigation into this issue indicates that not only are students from lower socio-economic backgrounds and certain cultural backgrounds experiencing education inequity and struggling to achieve success, but that in addition the current education system may even be perpetuating this situation, and contributing to the alienation of these students (Ewing, 2013. p.73).
To resolve these relating to segregation and educational inequity, educators must face racism upfront. Educators have to confront their own, sometimes unmindful, racism, and then move toward integration that will lead to a better cure of racism or at least a prejudice reduction. Important aspects of a multicultural curriculum include critical thinking, emotional intelligence instruction, character, moral education, peace education, service learning, antiviolence education, and the comprehensive of education etc. Sandra Parks, a successful educator, believes that by adapting the curriculum and by addressing expressions of racism, schools can help students improve to by understanding and dealing with other people, of peoples color and cultural differences. She believes that teachers have to show respect towards their students, their families, and their students' cultural backgrounds.