Essay On African American Inequalities

Introduction
Since the beginning of American history men have held the majority in education, and for a while they occupied it entirely. Slowly, the roles began to reverse in the direction of the other binary gender, where females were becoming the majority in education, or were at least testing and scoring better than their male counterparts. This fact carries over into African American students as well except the disparity between females and males who find success in high school has reached a point where it is adversely different. In summation, the problem at hand is “the educational achievement of young African American males is significantly less than their female counterparts” (Allard, 2008). This study will explore the “interrelationship”

These factors have come to be known as “savage inequalities” as they have the power to completely control a life and can hinder it from ever reaching full potential (Kozel, 1992). First it starts in their education, where they are exposed to “high rates of violence and crime” and “experience greater rates of personal stress” that are ultimately ignored or unnoticed by the school’s staff even though these events “adversely affect their academic performances” (Massey, 2006). Of course this is not the case for every school in America as this is particular to the “place” factor that was mentioned before. These issues are found in urban public schools, like Oakland Tech, where the school is among the “lower performing” percentile, where they are subject to more detrimental neighborhood issues as well as having internal problems like “less access to resources”, having “less experienced teachers”, and being underfunded, which are all things that are vital to academic achievement (Massey, 2006; Fram,