A new study may bring up arguments that the average test scores of African-American students trail those of white students not just because of economic disadvantages, but because some parts of the test result in differential scores by race for students of equal academic prowess. "The confirmation of unfair test results throws into question the validity of the test and, consequently, all decisions based on its results. “All admissions decisions based exclusively or predominantly on SAT performance—and therefore access to higher education institutions and subsequent job placement and professional success—appear to be biased against the African American minority group and could be exposed to legal challenge," says the study, which has just appeared in Harvard Educational Review.” (Jaschik) The presence of racial patterns on the SAT is not new.
Blacks demonstrate behavioral patterns which set them apart from mainstream society. The intermixing of two cultures, one of blacks born into slavery and the other of newly arrived African slaves, have created a strong basis for black culture in the United States (Hale 1982). Naturally, the values and mannerisms of the culture are often transliterated into the classroom. In school, black students tend to share a set of characteristics which distinguish them from their peers. Their mode of interaction is animated, interpersonal and confrontational (Kochman 1983).
It’s unfortunate that even in today’s society that institutional racism is something that happens in the everyday life of many people, especially minorities such as African Americans and Hispanics. Koppelman (2014) defines institutional racism as “establish laws, customs, and practices that systematically reflect and produce racial inequities in American society” (Koppelman, 2014, p. 189). One example of where institutional racism is prevalent is in standardized testing in schools. There has always been a question of whether standardized testing, in particular the SAT’s, have been fair to minority students. Even though the SAT board feels that the test has been researched to include questions that give students from different races and
I have chosen to do this reading response of Lee’s piece about model minorities. This chapter focuses on stereotyping of Asian American students and the affects that that has. This piece starts off by discussing how there are two main stereotypes of Asian Americans and those are: being the foreigner and the model minority. Next, the piece discusses how Asian Americans are not seen as authentic, which has resulted in modifications to try and achieve the “American” standard of beauty. I believe that the central argument of this piece is showing that stereotyping Asian americans is detrimental to their education and their identity.
The civil rights movement by Leo Olivares what is the civil rights movement? What was its purpose the purpose was to end segregation in America. Segregation is a practice where colored and white people have separate public services. You would think this will be ok but the colored only services were not as good like water fountains, schools, restaurants and other public services.
Racial distinctions between Africans Americans and Caucasians have been used to justify significant differences in jobs, policing and housing, leading to great injustices. If we want to address those injustices we need to change the way we think about what our society needs to do in order to strive. The racial influence on finding jobs for African Americans in modern society still worsens as discrimination still decides who gets the job or the promotion. For example, if two qualified males of both races applied for a job the one who would be called up for the job is most likely the Caucasian male.
Doyle(2001) hypothesized that White Americans are more willing to guess when identifying someone Black than someone of their own race. There are however two potential problems with this hypothesis: one, liberal responses can occur for reasons other than the change in the race the suspect and two, this same effect is seen when a Black person identifies a White person as opposed to someone of their race. Goldstein and Chance (1979) challenges the commonly held assumption that physiognomic variation between races is what makes cross-racial identification difficult by suggesting that there are no physiognomic variation between races. Sporer (2001a) stated that when a person encounters the face of a person from a different race, they categorize the face based on in-group and out-group membership. The categorization step does not happen when identifying someone of the same race.
In order to access higher education, most educational institutions require applicants to list their race as a component to their admissions decision. Affirmative action established this factor to provide equality for ethnic minority students. However, since the process primarily benefits minorities, Caucasian applicants such as Allan Bakke and Abigail Fisher have challenged the ideals of affirmative action, claiming that racial components instead served as a factor for their college rejections. The consistent amount of affirmative action cases has motivated some educational institutions to question their stance on racial admission components. While certain scholars argue that affirmative action promotes equality, other experts argue that it
These feelings create a mindset that can lead students to achieve lower scores. Most professional testing associations in the U.S. would deem these tests as “unfair” because they are affected by a “measurement of supposedly irrelevant constructs” (Ford and Helms, 188). Unfortunately, this argument has not altered the use of standardized tests as they continue to lessen the chance of African American student
White supremacy is the belief that people with whiter skin are superior in this nation, which has the effect of disdaining other races/ethnics. The political policies also play a role in this problematic structural inequality. They allow privatization and deregulate the balance between the lower end of the class and the upper end. Although federal law prohibits discrimination on the basis of gender, race, and national origin, the public policies and urban developers favor the mass of the affluent class. Those who born in a poor family are less likely to overcome their low social status.
In Fisher v. University of Texas at Austin (“Fisher II”), the United States Supreme Court will decide the constitutionality of the University of Texas’s (“University”) affirmative action policy, the impact of which is being widely debated. Some commentators fear that the Court is poised to end affirmative action altogether, thus causing reduction in the number of minorities who are admitted to universities across the country. Others believe that the Court should use Fisher II to invalidate all race-conscious policies and endorse a color-blind admissions process. Such concerns, and the expectations of those who would like to see affirmative action eliminated, are overstated. A careful analysis of the issues in Fisher II, including the Justices’