HGSE Personal Statement

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

The American education system is failing the generations of the future. Society neglects the children born into impoverished areas, while mainly white upper class children participate in superior educational activities. Low-income neighborhoods often produce schools with low scoring students. Therefore the government transitions these schools into impersonal factories. The phrase diversity masquerades the reality of re-segregation of schools. Many schools across the country are utilizing the phrase diversity, yet the statistics reveal that over ninety percent of the students are black or Hispanic. Creating successful environments is extremely difficult and subsequently results in serious consequences for the American education system.

The keynote speaker, Dr. Anthony Graham, is a professor and dean of the College of Education at North Carolina A&T. As a scholar, Dr. Graham presented his research on African American adolescents and more at various international, national and state conferences. During his tenure as a professor at North Carolina A&T, Dr. Graham has published a variety of book chapters and co-authored a book. The great speaker has written grants totaling approximately $10 million. He has also created numerous initiatives to increase the number of racial and minority students. He was recently recognized by the National Association of Negro Business and Professional Women’s Club Inc. Dr. Graham’s messages share optimism, critical consciousness and more that inspire the minority mindset to be successful.

For generations African Americans have been disadvantaged in America and effects of these injustices have made a lasting impression. Education is one of the leading problems in the black community. Though there have many reforms in education over the years, racial injustices still exist because no attention in placed on how legislature affects people of color. I was raised in a middle-class family of educators. My entire life I’ve been told to “stay in school, get an education, and work hard so that you can beat the system.” Recognizing the structural forces in my life has helped me understand my place in society. Being able to “understand everyday life, not through personal circumstances but through the broader historical forces that

The United States of America is known for being a country filled with people of many different ethnic backgrounds. Likewise, the student population in schools is just as diverse as it continues to grow. Lynch (2015) notes that schools are expected to teach their students “how to synthesize cultural differences into their knowledge base” as this will help “facilitate students’ personal and professional success in a diverse world” (para. 8). Educators must be able to provide for the diverse needs of students and are expected to equip students with skills that can lead to healthy development as it can affect higher levels of student achievement and students have more opportunities of success in their future. Providing students with tools and skills requires an awareness and acceptance of their ethnic identity. Once students have developed self-acceptance about their ethnic identity, they can begin to feel empowered and motivated to do well. Through cultural empowerment, students of color can develop intrinsic motivation and achieve academic success.

The argument proposed by researchers is that an alternative theoretical perspective centered on racial analysis could better inform leadership practices that improve the educational outcome for students of color (Brown, 2005; Gooden, 2012; Gooden & Dantley, 2012; Gooden & O’Doherty; Lopez, 2003; Young & Laible, 2000; Young & Lopez, 2011). Gooden and Dantley (2012) suggest that the use of CRT by school leaders can provide a prophetic voice that self-reflects to create agenda’s to change racist practices and policies. A prophetic voice is underscored by identification of injustices based on race and culture and the engendering of creating an agenda to change recognized injustices. Moreover, other scholars believe CRT can help identify and challenge majoritarian educational politics (Lopez, 2003; Aleman, 2009); help school leaders develop a praxis to confront issues of race and racism (Stovall, 2004); challenge the prevalent race neutral (Brown, 2005) issue of colorblindness that influences discrimination, bias, and inequity (Beachum, Dentith, McCray, and Boyle, 2008). Given these points, then, the discussion and use of CRT in school leadership needs to permeate all levels to be seen as a viable alternative and useful lens to provide equity for students of color and of low-SES.

The target publics are the students, educators, parents and school officials within the Washington, D.C. area. A summary of the opinions and findings from the interviews that were given to students, parents and educators provide insight for minority education in Washington D.C., and provide strategies on how to bridge the education gap and improve stakeholder engagement. These target publics are minority students, parents, and educators in the Washington, D.C. public school system. The interviews were held on September 27, September 29 and October 3, 2016 as face-to-face short interviews. The parents interviewed were a Hispanic mother and an African American mother. The students interviewed included an African-American student and a Hispanic student. These parents were selected for the interview because Hispanics, as well as African Americans, make up the majority of minority students in Washington, D.C. who living in low-income communities with schools lacking resources. I gained lots of insight from the interviewees and their candid opinions on the subject matter.

Twenty-seven students enrolled in an Educational Leadership Program at Sacred Heart University conducted this research. As post-graduate students, and veteran educators aspiring to leadership positions, we bring a wealth of practical experience through our service in a wide variety of public school districts in Connecticut. As educators who care deeply about the quality of education for all public school students in Connecticut, we are driven by a deep desire for social justice. Creswell (2013) stated that social justice theories involve, “…advocacy/participatory theories seeking to bring about change or address social justice issues in our societies” (p.23). As educators, we recognize the importance of school funding levels that ensure all

Chapter 3 is based on a participatory action research (PAR) project carried out with African American and Latino/a high school students whose school was closed by the district citing low performance on test scores and declining enrollment. The chapter describes the process of forming the intergenerational and multiracial PAR team and chronicles why students objected to the decision to close the school. The chapter offers an object lesson in why stronger opportunities for student voice and participation are needed in the struggle for educational

Teaching HFE in schools and the community help children to develop effective managing skills for daily life challenges. It aims to change the student’s negative behaviors, attitude and lifestyle habits. This prepares them with knowledge and skills for healthy living, and also to cope effectively with issues they are facing. The primary aim of the HFLE is to equip students with the skills to cope with some of life’s challenges and make wise choices. They are able to realize that the consequences of choice define their future and they can make better choices.

With my future college education, I am determined to achieve change in society by inspiring minorities to pursue a higher education and closing the school-to-prison pipeline. Today in society, minorities are not really expected to go to college, but instead, are expected to go to prison or work minimum wage jobs throughout their life. I want to inspire people by changing their mindset and letting them be aware that they are the future advocates for change.I want to show that backgrounds should not be the roadblock to future success and prove that there are numerous amounts of opportunities. During college, I plan to become a tutor for the Advanced Via Individual Determination program which encourages students to continue their education. After

2040 the projected ethic status of student population within the public education sector suggests that children of a minority status will make up more than half of the student count. Most recently the United States has implemented several strategies in regard to holding the public education systems accountable through testing, yet negates the detailed evaluations of issues concerning diversity and the need for cultural competence in a classroom setting. As the lack of consideration is becoming more and more evident a necessity is driven to effectively address issues of diversity and to establish objectives to meet set goals. (Ford, 2010)

In the past 60 years, initiatives such as the Civil Rights Movement, A Nation At Risk, No Child Left Behind, and A Race To The Top have worked to improve curriculum and instruction so that students’ may become productive, contributing members of

In education it has become clear that there is one main problem that has a serious effect on our nation as a whole, and that is the achievement gap. This problem is obvious in college admission rates, graduation rates, suspension rates and test scores. Five years ago I was able to be a part of a team at a middle school that allowed us to sit down and discuss the issues facing our students at our medium sized K-12 charter school. This focus team eventually led to my role as a leader on our PBIS Implementation Team.

This country that we live in, the United States of America, has a reputation as being the "land of opportunity." Foreigners and native-born citizens regard this land as the pot of gold at the rainbow's end for those individuals who wish to make a life for themselves through hard work and perseverance. Yet for many minorities and economically disadvantaged people, the dream is unfulfilled because the educational opportunities that they need are unavailable. The universities are as unreachable as top- shelf merchandise in a warehouse without ladders or lifts. They are no less unwelcoming than heavy steel doors slamming shut in the face of a visitor. The selections from The Presence of Others: Voices that Call for