Part I: What is the problem with the achievement gap? Do you ever just wonder why people are failing in school and what 's the setting behind them in failing is? The achievement gap in test scores affect many different groups and is the reason behind them failing. An achievement gap is often defined as the differences between the test scores of minority and/or low-income students and the test scores of their White and Asian peers (Dee and Penner). This means that the achievement gap is the academic difference between minority and white students, essentially stating that minorities get left behind.This is one of the biggest issues within our education system.
When you think about the word diversity the first thing that comes to mind is a general definition concerning different cultural, ethnic, and religious backgrounds. If you narrow this idea down in terms of universities, diversity can now encompass a whole new set of meanings ranging from intellectual, gender, and racial diversity. The different types of diversity at universities have a major impact on the education experience and who is admitted into it. Despite the concern for diversity, the government should be allowed to enforce laws for pushing diversity when they regard to intellectual diversity, however not in terms of racial, and gender diversity. In order to promote racial, and gender diversity many educational governance
Delgado and Stefancic (2011) stated that Critical Race Theory explores how “race, racism, and power intersect to create different circumstances for people of color within society [...] and in postsecondary institutions” (as cited in Quaye, 2013, p. 172). Within the field of higher education, it is important for student affairs professionals to recognize how race permeates all aspects of an individual’s life to fully understand their students’ experiences. Unlike other student development theories, such as Baxter-Magolda’s (2008) self-authorship and Abes, Jones, and McEwen’s (2007) Model of Multiple Identities, CRT places race at the “center of the analysis and assumes that race is omnipresent” in an individual’s life (Quaye, 2013, p. 167).
They claim, “...students of color are showing that they feel disconnected from their respective schools, that implicit yet institutionalized racism creates emotional distance between them and their white peers and faculty. Being a black student on a predominantly white campus certainly, doesn’t guarantee that the student will develop mental-health issues. However, various studies suggest that perceived or actual discrimination can make it hard for students of color to engage with their campus in the way that their white peers do.” This explains how students sometimes feel like they don’t get enough support from their universities and this is dangerous because it can lead that student to drop out of school. According to “From the achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools” claims
Racial tension in classrooms has a negative impact to the teaching and learning practices, teaching and learning becomes ineffective and this issue might go beyond the classroom premises and happen in the school, community or the society at large. Once the issue is solved our learners will then know how to respect and support one another regardless of the race that one comes from and by so doing they will find their meaning in life. This issue of racial tension affects our education practices in a way that it brings arise of unnecessary conflicts among our learners, because they of different skin colour. In this essay I will further discuss ways in which I would use to alleviate this racial tension in the classroom as an educator using the philosophical perspectives of African Philosophy which is all about understanding humane and Critical Rationalism which is about cross-examining everything.
However, all it really does is dishearten members of minority groups. An example of that disheartening is the lack of quality education for poverty areas. Another example is when test questions are inadvertently worded so that majority group members will understand them easier/better. United States schools are “insensitive to the distinctive culture of a minority population” (A/T). This is an example of institutionalized discrimination because it isn’t just single discriminatory acts it is an entire system (the school system) working against a minority group to discourage
In the cases of students of color being shadowed by store owners or being asked for identification from police officers while walking around, prejudice against minority groups is being shown very obviously. Linking this case of prejudice to the Functionalist Perspective can be done by focusing on emphasizing placing those with different cultures who do not succeed in fully assimilating and becoming a member of society into a racial order. Categorizing these individuals and creating generalizations lead to upholding inequalities between races and maintaining the dominance of white culture in society, which keeps stability that is necessary in this theoretical
Rationale Many students have discriminated and commented about their opposite gender and different colored people.I am keen to spread awareness, educate, and tell the consequences of racism to the youngsters. To start with, we would like to go to schools/colleges and educate those
Gender Inequality in the Workforce Tatsiana Mislow Principles of Sociology Professor Jonah Cohen January 9, 2018 Comprehensive utilization of individual potential regardless of gender contributes to development. However, one of our greatest obstacles in the workforce is that of gender discrimination which is firmly rooted not solely in fields such as politics and business, but similarly in science and education. The goal of some research is to examine gender stereotypes along with the features of their manifestation in the sphere of education and science. Some of the analysis also seeks to determine the validation of the fundamental mechanisms required for overcoming the gender inequality. The observations include an attempt
ociology Asses the views that factors and processes within the school are the main cause of differences in educational achievement of different social groups. Within educational institutions it is clear that inequities exist between different social groups, an example of this being ethnicity, where we find that many groups do extremely well such as, those of Chinese and Indian heritage, who outperform their white counterparts, however Pakistani Bangladeshi and Black Caribbean, do significantly worse in examinations and are underrepresented in Universities. Inequalities also exist between gender, whereby girls now outperform boys at every level, as well as with class, where those from working class backgrounds, tend to underachieve in comparison
In the study written by, Amanda Shropshire titled “Being Black & Bleeding Blue: A Quantitative look at the Experience of African American Alumni at a Predominantly White Institution.” In the research that was conducted it was understood that there has been an observed link between the racial climate and student’s academic achievement. The research was conducted at Saint Mary’s College, which is a predominantly White institution lacking racial, ethnic and religious diversity. The research showed that due to the similarity of the student body, African American alumnae of the college endured a variety of negative experiences such as discrimination, stereotypes, and feelings of social alienation and attitudes of dissatisfaction toward the college’s diversity efforts. Not to mention, at Syracuse University minority students represent 25.4 percent of the total student population of 21,789. African-American students only make up 7.4 percent of the schools entire population.
Case Study: Applying Ethics Microaggressions can have an affect on all individuals. Microaggressions are the everyday verbal, nonverbal, and environmental insults or slights that are intentional or unintentional, that communicate hostile or negative messages that target solely upon their marginalized group membership (from Diversity in the Classroom, UCLA Diversity & Faculty Development, 2014). Recently, there has been a controversy between micoaggressions and faculty and the affect they have on students. An article, California professors instructed not to say ‘America is the land of opportunity, has raised the attention of higher education professionals. In the article, Janet Napolitano, the president of the University of California
This particular research article , written by Joshua Aronson, Carrie B. Fried, and Catherine Good, titled Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence (2002) focuses on the issue of academic underachievement among African American students as compared to their Caucasian peers. The research that has been conducted in this particular area suggests that the influence of negative stereotypes known as the “stereotype threat” plays a significant role in impeding the intellectual capabilities of African American students. The “stereotype threat” as described in the literature review of this article describes the anxiety that African American students face in schools about living
Another thing that places students of color at a disadvantage in college admissions is the persisting cultural bias in high-stakes testing. “High-stakes” tests are those that are tied to major consequences, such as admission to college, or even high school graduation. Fair education reform advocates have long been citing an extensive record of standardized testing concerns, many of which relate to racial bias and discrimination. As researcher and author Harold Berlak explains in the journal Rethinking Education: Standardized testing perpetuates institutionalized racism and contributes to the achievement gap between whites and minorities. For instance, the deeply embedded stereotype that African Americans perform poorly on standardized tests
In “Is Your Child Ready For College Math?” the author builds an argument that many students may not be prepared with the mathematics skills to be college or career ready. The author uses reasons such as the fact that students may have taken insufficient mathematics courses; that they may have taken the wrong courses, or that students have not mastered the skills required to be college and/or career ready. The author provides supporting evidence from the text and compelling word choices to strengthen the logic and persuasiveness of his argument. The author uses evidence such as facts or examples, to support that many students may not be prepared with the mathematics skills to be in college or career ready. In paragraph 3 it states, “At a time