Courageous Conversations About Race by Glenn E. Singleton and Curtis Linton

The study the article presents follows four students from 2001 to 2011 at four Chicago public schools. The students were between 14-17 years of age and two of the four schools were largely segregated. Specifically, one had no white or Asian students. The other two were diverse “by Chicago standards” with one school having a population of one-third white or Asian students and the other with a population with more than half. The results of the study can be seen as it follows two kids whose pseudonyms are Alex and TB. Alex, who has a racially mixed group of friends is contrasted to TB who does not. While shopping at the mall, Alex’s three black friends were pulled out

This paper includes a reference list of literature relating to the impact socioeconomic status and race/ethnicity has on academic achievement and what can be done to combat the achievement gap. In general, the literature seems to indicate that socioeconomic status has a greater impact then race or ethnicity on achievement. However, these constructs are often intertwined. The greatest source for combatting the achievement gap are teachers high in self-efficacy, strong and well directed principal leadership, having a positive and accepting racial climate, smaller class sizes, less harsh discipline with more support

I don’t think there is one school district that is not fighting for or have some type of program in place to address the achievement between whites and student of color; but yet the issue doesn’t seem to be going away. As I reflect on the meaning of racism as defined by the authors, they also state that this mistreatment is carried out by societal institutions or people who have been conditioned by society to act, consciously or unconsciously in harmful ways towards people of color. Sadly, I fear that so many of our young people has or is falling prey to the transfer of racism. We (teachers, parents, and the community) have to acknowledge with our kids that race is part of their daily lives; but they do not need to conform and understand how to rise above the stereotypes through encouragement, high expectations, build caring relationships and self-confidence they will

A school setting provides opportunities where issues of social justice, oppression, and discrimination can be addressed. According to Bemak and Chung (2009), students of color and economically disadvantaged students are likely to have low academic achievement, in comparison to their White middle class counterparts. These disparities in academic

How should society handle the perceived differences between races when it comes to education? The goal of both researchers is to narrow the academic gap between white and black students. Both authors attribute the gap between the academic scores of black and white students from opposite sides of racial identity. As Dr. Beverly Daniels Tatum, President of Spelman College and clinical psychologist has written an article entitled “Why are All the Black Kids Sitting Together in the Cafeteria?” Her approach is from the perspective of the student and how they perceive their role and upper limits while maintaining their place in their peer group's expectations of their race. Dr. Diane Ravitch, a research professor of education at New York University, has written an article entitled "The Facts about the Achievement Gap.” Her approach is from the perspective of how schools and society implicitly or explicitly cast students into achievement tracks based on their race. Both approach the same idea about racial identity, but they have different solutions, such as peer groups, the school board, and who is right about the solution.

The author, Amanda Lewis, conducted a study in the 1990s to examine how race and racial inequality are reproduced on a day-to-day basis in schools. She argues that the curriculums, educators, and the children themselves create and reinforce racial lessons. She picked three elementary schools in Southern California: Foresthills, West City, and Metro2. The schools were selected based on their location and cultural composition. At each school she was paired with a teacher who would be the best help for the study. She observed the behaviors and interactions of students in fourth/fifth grade classes. Interviews were conducted with the students, teachers, members of the school community, and parents as well.

Critical Race Theory provides a conceptual and theoretical framework in this research in that it paves the way for understanding the inequalities in the American education system that rise primarily from race and racism in America. Conceptually, Critical Race Theory will ground the research in the idea that although education policies, education legislation, school structures, school practices and discourses are all rooted in the perniciousness of racism, white supremacy and superiority can be challenged by analyzing the distinct experiences of African Americans (Allen, 2016). Critical Race Theory as a research framework strives to quicken the rate of educational reform by focusing on the experiential knowledge of minorities in America (Ladson-Billings & Tate, 1995;

Teaching in racially diverse classrooms often leaves educators feeling uncertain about how to proceed and how to respond to historically marginalized students. There is pressure to acknowledge and accept students of color with different perspectives, to diversify the syllabi, be more aware of classroom dynamics, and pay attention to how students of color experience the learning process.

Most people are not aware that the racial divide cycle amongst students has continually been affecting our society. The question is what can the society as a whole do to break the cycle? There is a gap between African-American students and Caucasian students and it is called achievement gap. Achievement Gap is the difference between low-income and minority students compared to that of their peers. In this generation the Achievement Gap between African-American students and Caucasian students seems to be a major issue but our society fails to recognize why that gap exists. When we recognize that the gap exists, then we can begin to ask how the racial divide cycle can be broken by using positive criticism.

This chapter elaborates on how racism has a negative impact on African American education, in which has been happening for many decades and is currently taking place. Furthermore, it speaks about segregation and how it currently exists in different ways. Additionally, it speaks on how segregation not only exist in one school, but it likewise exists across the school districts. It speaks on how segregation in these schools has a negative impact on students’ academic success and future success.

As I read about the achievement gap (Taylor), I felt a sense of despair. Families of color are positioned between a rock and a hard place. When children enter kindergarten, the racial gap is half of its ultimate size because many children of color do not participate in high-quality programs. How can people of color "catch up" to their counterparts when they are behind at the age of 5? There are also institutional factors that continue this achievement gap and perpetuate racism by consequence. After Brown v Board of Education (1954), white families enrolled their children in private and suburban schools. Since school busing has been discontinued, school assignments based on residential neighborhoods have created racially segregated schools.

The topic of Wade Boykin speech at New York University was academic success for all students, but more specifically students of color. He discussed the documentation and evidence that explains the achievement gap between students of color and their white counterparts. Boykin also believes the evidence for why the gap exists should be the guide for implementing strategies, inventions and programs to raise achievement. The evidence and research suggest that to raise achievement the intervention should start with transactional strategies.

My pre-adolescent years were spent in a community thick with diversity. My friendships were as diverse as the environment in which I lived. It never struck me that racial and ethnic ideals separated people in society. However, upon moving to a predominately white upper-class community I began to question such racial and ethnic ideas. From my adolescent years through today I began noticing that certain people are viewed differently for reasons relating to race and ethnicity. As a result, the most recent community I grew up in has kept me sheltered from aspects of society. As a product of a community where majorities existed, I found myself unexposed to the full understanding of race and ethnicity. Prior to the class I had never fully dealt with issues of race or ethnicity, as a result I wondered why they would be of any importance in my life.

What an intriguing reading experience (Courageous Conversations) the topic regarding dialogue about race was enlightening to say the least. There were some thought-provoking questions, as well as, compelling points for the need of conversations. Nevertheless; we need to take education seriously for all kids. Moreover; there need to be a systems in place that guarantee results for all stakeholders (especially the students).

African American students account for the larger majority of minorities in public schools in the United States. Most areas in the northern part of the United states and coastal areas are ethnically diverse. However, down south this is not the case. Students of color will experience a harder time in the education system. African American students meet the obstacle of educators who will not want them to succeed based on a preconceived thought. In fact, Caucasian teachers make up for 85% of all