Race is a topic that should always be talked about in schools, but it also depends on the ages of the students’. For example, if a teacher were to go up to a sixteen-year-old, a sophomore in high school and ask them, “What is the difference between African American students and White students? Are both races seen as equals?” The high school student will most likely be able to give a valid, educational answer. While a ten-year-old fifth grader, will possibly just make a comment on the skin color. For example, since I did my observation during black history month, the teacher touched
This seminar’s discussion opened my eyes to my own identity as a White individual. Small instances, such as walking by police officers without hesitation, and not being followed in stores, are privileges I did not notice existed in my life on a daily basis. As a Peer Advisor, I realized that I had to take my race into consideration when speaking in class discussions, and on college in general. My personal college experiences may not be the same as others due to my inherent privileges as a White individual. Whiteness Before the social justice seminar, I never gave much thought as to my identity as a White person.
Karen Umemoto’s study of the various student organizations formed by Asian Americans in the 1960’s titled "On Strike!" San Francisco State College Strike, 1968-69: The Role of Asian American Students, deals with the various college organizations formed for the purpose of ensuring quality educational attainment opportunities for the group in the period the Civil Rights Movement. The period saw students take to the streets and challenge educational institutions and boards when they were denied equal opportunity in education and also called for studies of their own groups as part of the curriculum. A very important mandate of these various groups was to work in counter hegemonic sites in terms of their willingness to “develop ideas running counter to prevailing paradigms.” (Umemoto 1989, p.7) These associations and groups sought to create educational initiatives which would be relevant to the needs of the community and allow people to take control of their lives. Another very interesting aspect of it was that it promoted the idea that “knowledge came from work in the community.” (Umemoto 1989, p.7)
Title: Mendez v. Westminster (1946) Abstract: The Mendez v. Westminster (1946) was the stepping stone to ending school segregation in California. The lawsuit was led by Gonzalo Mendez and five other parents who were denied enrollment of their children in an Anglo school. This led them to protest and then file a class-action lawsuit against the Westminster School District of Orange County California. Accusing them of segregating Mexican and Latin decent students. With the help attorney Dave Marcus, the plaintiffs were able to prove segregation in schools by using social and educational theories conducted by social scientist.
Drake University is a primordially white school and has some touch of color here and there on campus. Therefore, this leads to a bigger problem because Drake doesn't fit the needs of their students, faculty and staff. Certain programs aren't implemented to help an individual adjust to a new environment because the majority take over the minority. Students of color sometimes don't know about multi-cultural organizations because they aren't introduced to them from the beginning. They also don't see themselves represented in orientation leaders, student ambassadors or faculty.
Prayer Should Be Allowed In Schools Most people believe that prayer is a waste of time, and should not be allowed in school. Even though religions are diverse, prayer should be allowed, or at least an option. Prayer should be allowed in schools because not everyone who wants to go to a religious school can, those who believe in God should be able to freely worship in school, and people accuse prayer of being controversial, when teachings such as evolution and global warming are controversial. Prayer should be allowed in school because not everyone can afford to pay the pricey fees of religious schools. Religious schools are very expensive.
We argued whether the offensive player could dribble the ball again after the defender touches the ball. His logical fallacy was that he knew the rules at basketball better than I did due to his racial identity. He is, however, incorrect about the rules of basketball. For some reason all the teachers at that school were Caucasian. The teachers had mediocre expectations and hardly pushed the students for success.
Furthermore, it will also test the relationship of the three characteristics with their degree of forgiveness, and identify which of these three could influence the degree of forgiveness. The respondents will be the senior college students aged 19 to 22 coming from schools that are Catholic, Christian, and non-Christian within Metro Manila. The graduating students’ responses will be extracted from the standardized tests, namely, Enright Forgiveness Inventory (EFI) using the Filipino Translation “Sukatan ng Saloobin” that will determine the degree of forgiveness; and Myers-Briggs Type Indicator (MBTI) to measure their personality types. This research will be undertaken from January 2016 until September 2016. Definition of Terms For better understanding, the following terms are defined accordingly to how the terms are used in this study.
35). Nevertheless, the unwillingness of the higher education institution or their inability to provide the students with special needs with the required adjustment of the program tends to be an immense problem if an individual chooses the particular sphere. With respect to this, another influential problem is recognized by the scientific research. To a definite extent in connection with the problem of lacking adjustment opportunities, “Half of the students exiting special education enter postsecondary education indicating that they do not believe they have a disability” (Getzel, 2014, p. 382). In many cases, it is easier for them to hide their special needs and to get the education under the equal with other students conditions.
This framework will allow me to better understand “the complexity of students’ experiences with power, privilege, and oppression” (Patton, Renn, Guido, & Quaye, 2016, p. 31). During my undergraduate years at Loyola, I worked in the office of First and Second Year Advising as a Peer Advisor in the University 101 classroom. I taught a Bridge to Loyola course in which many of my students were first-generation students of color. Looking back on my experience, I now realize how I could have used the framework of intersectionality, or Critical Race Theory (CRT), in order to give these students a more meaningful classroom experience. CRT acknowledges that those in student development must “consider their own race and its intersections with other social identities […] as well as the social identities of research participants” (Patton et al., 2016, p. 28).
Before attending Professor Purdie-Vaughns lecture on the impact of stereotypes on identity, I thought her discussion would be more experience based, emphasizing different people’s encounters with stereotypes. However, the lecture focused more on the psychology behind how humans respond to stereotypes by presenting experiments and factual information. The majority of Professor Purdie-Vaughns lecture was spent explaining an experiment where 7th graders were either asked to explain their most important values or their least important values. Following the students until they graduated from high school, the experiment concluded that African Americans who were asked to identify their most important values were more likely to enroll in college
Participants were required to release their grade and SAT transcripts. The pen pal conditions groups were randomly assigned to the malleable intelligence orientation or the control orientation. All laboratory sessions began the same way with the white female experimenter informing participants that she works for an organization called “Scholastic Pen Pals” and that the role of this organization is to set up one-time letter exchanges between “at risk” middle school students with college students. The motive of these letters the experimenter stated was to encourage younger students that they had to overcome struggles to achieve success as current college students. After having read the handwritten letters (letters were written by both girls and boys), participants were provided with parameters on how to respond.