Explaining Racial Variations in Education
Introduction
Racism still exists within educational institutions, and the socioeconomic gap between social classes is a key factor for the ongoing racial divide for students. In this essay I will demonstrate the reasons for the racial educational inequalities and variations that exist within school systems.
The article “Explaining racial variations in Education” gives a persuasive argument as to why there are still racial variations that concern a student’s education. For example, the author, Caroline Hodges Persell, claims that race is not an individual attribute, rather it is a socially constructed system that involves individuals who have advantages over another group of individuals. Blacks, Hispanics,
…show more content…
They are in a sense still segregated due to the areas of where they live, the intersectionality and stratification of their parents within America’s society. Students that are minorities face more hurdles and obstacles than a student that is white, living in a predominately white suburban neighborhood and has a higher socioeconomic status. In addition, minority students are clumped together in classes and there is usually less qualified teachers and instructors that can properly teach these students. In some schools, teachers will use the tracking system to track the students’ abilities and place them in certain groups that they believe will benefit the student and the system, however, this can not only help a student but it can also harm them. If the tracking system is not directed properly, it can lead to many students that are minorities and of low income families being put in lower academic groups even when they do not belong within a lower …show more content…
The first is the structural explanation. This argument claims that systematic advantages occur for one specific group and not another, instead the lower group is at a disadvantage. These groups are based on racial differences, and a student that is a minority is at the lower end of the groups. The next explanation is the socioeconomic description, this is the divide between social classes and since most minorities are of a lower class, they get less when it comes to schooling and programs that upper class children are privy to. The last explanation is the stigmatization that minorities and lower class students are inferior compared to the other students of higher class. Although some recent studies show that the racial gap has been getting smaller, the social class gap is still growing bigger. In addition, since so many minorities live in an urban lower class society that is full of social disorganization, it can therefore be true that it is still a racial
The article “Unequal Opportunity: Race and Education” was written by Professor Linda Darling-Hammond who holds an Ed. D., in urban education. Throughout the reading of the article, it is clear that the main point is on inequality within educational systems. Darling-Hammond opens the article with a reference to W.E.B. DuBois that quickly shapes into her main focus of how race and education interact. Darling-Hammond mainly states her points through historical evidence and looking at the root of the problem of education inequality.
Jonathan Kool a former educator talks about in his article “Still separate, Still Unequal” talks about the inequalities he has seen in public schools he has taught and done research on. One of his main topics in his article is the fact of segregation resurfacing in public schools. Jonathan gives many examples of this is one of them Kozol states in his article “In a school a visited in the fall of 2004 in Kansas city, Missouri, for example, a document distributed to visitor’s reports that the school’s curriculum “address the needs of children from diverse backgrounds. But as I went from class to class, I did not encounter any children who were white or Asian- or Hispanic for that matter….
Inequalities have always existed in society. These inequalities are often perpetuated through education. While the United States Supreme Court supported desegregation of schools and struck down the idea of “separate, but equal” in the 1954 Brown v. Board of Education cases, there still exists many inequalities within the United States educational system today for minority races and people of the lower economic classes. Ann Ferguson in her article “Bad Boys” discusses punishment practices in schools and the detriment these practices provide as they resemble incarceration. Conley in his article “Education” discusses education acting as a sorting machine and the tracking of students.
Sixty-two years ago, through Brown v. The Board of Education of Topeka, the Supreme Court determined that separate was not equal and since that decision, “the only tried, tested, and cost-effective solution to unequal and inadequate education is integrated education.” (Black 2013) Armed with the knowledge that ethnic, academic, and economic stratification still exists throughout the educational system in the United States the debate can shift away from whether school choice is good or bad to how we can better meet the goals of public education with broader school choice in place. School choice programs generally focus on the individual rather than society as a whole, potentially undermining the public education goals of social mobility and social cohesion. In order to justify the use
Race and gender inequality plays a big role in a student’s education. “How Gender and Race Affect Education Today,” by Kirah T. goes to prove this. To first touch base on the gender inequality, “31 million girls of primary school age do not attend school and 17 million of these girls will probably never attend school.” These numbers are based on a study done by the UNESCO Institute of Statistics. One key things brought up by Kirah T. pertaining to this is that getting into elite colleges is harder for women than for men.
In Unequal Opportunity: Race and Education “Race could make or break a student's education, because teachers are less likely to understand a student's learning style, teachers are to blame the students if teachings are not working.” (Linda Darling-Hammond). “Robert Dreeben at University of Chicago did a research on, 300 Chicago first graders African-American and white students who achieved comparable levels on reading skills.” (Linda Darling-Hammond) The results of the test is comparable but the African American students wasn’t given the same level, the white students test was on level and the black student's test was below level.
Firstly, in both black and white schools student were at least partially educated. However, the level of education between the two schools was extremely different. Only one out of eight black adults in the nation had completed high school and four out of ten white adults had gotten their diploma. Black students were not encouraged as much as white students were to complete school.
Numerous factors dominate the articles presented, including socioeconomic status, racial discrimination, the environment, and educators. Each of the authors discusses the obstacles they had to overcome with their educational journey. There is a common theme in these readings. In that they have similar experiences, or experiences that are similar to what kids now have, Malcolm X was a victim of an improper schooling system, which inversely forced him to educate himself in a way he calls "homemade education." Johnathon Kozol discusses the disparities faced by minorities in the educational system.
Every student is an investment, so logically it would make more sense to give aid or admittance to those who are not of color. People of color are more likely to drop out of college because of financial difficulty or other factors. Therefore, educational institutions take insurance policies to make sure their investment was the right one. Even though a student of color might be a much better candidate for an educational opportunity, universities might not give them those chances. Colleges can only offer so much financial aid in a year, therefore, universities are more likely to give that aid to a student who is more likely to spend more time and money at the institution instead of someone who is more statistically and stereotypically prone to drop out.
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
Differing racial and social groups brewed, worrying the older generations of social
Martha Peraza SOC 3340 Inequality in Education California State University, Bakersfield Abstract In the United States, there exists a gap in equality for different demographics of students. The factors contributing to educational disadvantages include socioeconomic struggles, gender of students, language or culture, and particularly for the scope of this paper, race.
p. 129). Thirdly, an inequality that comes from tracking is the fact that much of the placement process uses testing and a greatly disproportionate amount of lower class students and students of color do worse than white students and middle class students, meaning it is white and middle class students who get placed into higher tracks and lower class and students of color are placed into lower
In the 1990’s American schools resegregated and racial test schools widened the gap (Koppelman, 193). Subjects like history, literature, and art had a Euro centric bias and lacked a multicultural perspective. Tracking, which was initially justified to help students based on understanding learning levels, categorized students and actually hurt low level learners and racial minorities. Tracking made it more difficult for students learning English to attend college. Another issue involving race was the number of suspensions made.
In an article by Allie Bidwell it states, “The admissions policy was based on 150 points, and it awarded points based on items such as race (20 points), athletic ability (20 points), depth of essay (up to 3 points), leadership and service (up to 5 points), and personal achievement (up to 5 points). ” If you interpret this, minorities are a few steps ahead of non-minorities. They are already ahead of the race, and they haven’t demonstrated their academic abilities. This puts non-minorities at a major set-back when it comes to the college admission process. Along with putting non-minorities at a set-back, it also sets the minorities up for failure.