How Does Racism Affect The Way Of A Caste Like System?

In the reading “At the Elite Colleges” by Peter Schmidt the nature of admissions in top colleges was discussed in relation to class and race status. Schmidt states that affirmative action is often serving white populations of upper middle class females rather than those in minority races and ethnicities. This was a great relevant point, especially when considering why affirmative action was proposed and enacted in the first place. Affirmative action was created to serve those who are part of groups who had been quashed in some way by oppression. This stands in stark contrast. Colleges often make excuses for these undeserved admissions because, they are looking for future donors or are aiding an athlete. However, this is still inexcusable. On

When one speaks of intelligence or how bright another person is, the often quoted figure is the IQ or intelligence quotient. It is the most often used standard of how smart a person is. This paper shall look at what intelligence tests measure, how the IQ tests measure intelligence and interrogate their history. It shall then apply the tests to school policy and hence evaluate their validity.

Additionally, Albert Einstein once said, “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” There are different forms of intelligence that go beyond what our school system measures. Students are not a unit to be measured, and students cannot be assigned a numerical value to identify their intelligence. Students are diverse—they learn at different speeds, and they learn in different ways. Focusing solely on test scores is hurting our students and deviating away from building our society on success and excellence. Critics are slowly realizing the problems associated with standardized tests—they create anxiety, they are extremely biased, and they do not measure the ability to think deeply.

Ethnicity and race are ways to differentiate a group of person from another; therefore, in the 21th century this terms has acquired a powerful meaning in society. A few months ago, I learned how significant this terms are.

For some students, race is a central part of their identity. The struggles they face with it determines the achievements that they can present to the admissions officers. Despite the current ban on the usage of race in college admissions in Michigan, admissions officers should not ignore any part of a student’s unique circumstances, which may be related to one’s socioeconomic status, race, or both. In the article, “Still Separate, Still Unequal: America’s Educational Apartheid,” Kozol argues that the ongoing racial segregation and the lack of funding in schools consisting primarily of blacks and Hispanics are putting the poor and minority children at an disadvantage by not providing them a chance to have good teachers, classrooms, and other resources. While universities use scores to assess the academic ability of a student, minorities who attend schools segregated based on race or socioeconomic status may excel at what they are given, have the

Throughout our experience, we have encountered so many challenges when it comes to gender in the society. Gender is being used as a basis for stratifying people in the society. In this article, the racial caste system that used to exist in the United State is depicted. In that the black women were denied the access to justice because of their status. They were perceived to be people who do not have any right within the society and no one could believed them when they were raped by the white men because all the court judges were white men according to this article. The women were classified to be from poor background and they should remain at a low class in the society.

Is racism dead? In “The Rebirth of Caste” by Michelle Alexander, Alexander talks about the evolution that racism has gone through to become what is today. Racism has evolved throughout the years from slavery to segregation to criminalization to mass incarceration, all while many have become so oblivious to the issue, that many don’t even realize that such a problem still exists today. In “The Curious Grammar of Police Shootings” by Radley Balko, Balko talks about how politicians and police use syntax and grammar to deflect blame from themselves to primarily African-Americans or Hispanics. Alexander defines the new racial caste system as a system that through institutionalized racism has consistently put disenfranchised African-Americans at the bottom of a new caste system. Balko sheds light on the fact that police are not held accountable for their actions and that the racial stigmas of the 21st century still cause many African-Americans and minorities to face discrimination from the very people who had sworn to protect them. Alexander’s arguments support Balko’s claim through the inherent use of historical context, formal tones, and persuasive language to show how racism has continued for far too long.

There is an examination of the admission rates that demonstrates the mechanism by which the freshman pool of African American and Latino students has shrunk so dramatically” (Patricia Gandara). In California, these supposed benefits of affirmative action are not being seen. A study run by Liliana Garces “documented a 5% decline (from 2,010 to 1,906 students) from 1995 to 1996” of the minority group that was attending “five selective public law schools in California, Texas, and Washington” (Garces). These statistics help notify the public that affirmative action in these few states is actually having a reverse effect on these people, and in this situation affirmative action is creating no benefits for minorities. A similar study performed at UC Berkeley stated that “even as Chicano/Latinos increased their representation in the applicant pool at UC Berkeley from approximately 13 percent in 1995 to 19 percent in 2010, they experienced… nearly [a] 75 percent decline in the rate of admissions compared to just over 40 percent decline for whites” (Gandara). The facts prove that affirmative action at prestigious colleges is not helping minorities become accepted. It is a useless effort that the government is wasting their time on. Therefore concluding that affirmative action within this area is useless and leads many to wonder if we should even waste time on the

     31.5 percent of blacks and other non-Hispanic minority families in the U.S. live at, or below the poverty level. This does show how some forms of aid are needed to help out minority classes in funding of their secondary education. But does this mean that we should also them into universities ahead of more qualified white applicants? From personal experience I know that it was hard for me to get accepted into a university due to my poor high school grades. However, I did not blame the state or federal government. I blamed myself for not being more devoted to my academics earlier in my life. However, I was able to attend Lock Haven University after going through a "summer development" program making me a full time student. I have heard of minorities who where accepted to other state universities that require better high school GPA's along with better SAT scores than LHU. These Universities are ones that I applied to with better scoring in both areas then others that I know got accepted. The only difference was race. I do not blame those individuals, but I do blame the government and the laws that support this. Racism is racism, be it involving the majority or the minority. Secondary education should be a privilege that requires hard work and be equally open to all, with no

This is detrimental because the young generation gets lower exposure to a racially diverse and tolerant community. In addition, schools composed of mostly white population get better resources and more money. 90 percent or more pre dominantly white public’s schools receive an average of $733 dollars more per pupil [2]. Course offerings seem are unequal to with 25 percent of majority black not offering Algebra II and 33 percent not offering Chemistry. Even schools with majority black that have gifted programs only enroll a disproportionately low black students into their programs [3].

Due to the mismatch of race from teachers to students in schools, the minority students have a harder time receiving a higher education.“When minority students see someone at the blackboard that looks like you, it helps you reconceive what’s possible for you,” said Thomas S. Dee, a professor of education at Stanford University. By having a teacher with the same race as the student, creates a bond in knowledge of the barriers that minorities have to jump through. It also lets students see that even though they might be in a tough situation, they are able to receive a high level of education and may be able to reach their dreams. In an article in the Nea Today titled When Implicit Bias Shapes Teacher Expectations, they explain that the opinion

American society likes to believe that race relations in our country are no longer strained. We do not want to hear about the need for affirmative action or about the growing numbers of white supremacist groups. In order to appease our collective conscious, we put aside the disturbing fact that racism is alive and well in the great U.S.A. It hides in the workplace, it subtly shows its ugly face in the media, and it affects the education of minority students nationwide. In the following excerpts from an interview with a middle class African American male, the reader will find strong evidence that race plays a major role in determining the type and quality of education a student receives.

In the society of today, there are various educators who believe in assessment as proper method to measure the performance of a child in school as well as the overall achievement of a specific school system. The assessment may be presented in the form of verbal, written, or multiple choice, and it usually pertains to certain academic subjects in the school curriculum. Recently, many educators began to issue standardized tests to measure the intelligence of a common student body. (Rudner, 1989) These standardized tests were initially created to reveal the success in institutional school programs, and exhibit the abilities of students today. The standardized tests can reveal the strengths and weaknesses

Sander’s Stanford Law Review article he states “A student who gains special admission to a more elite school on partly nonacademic grounds is likely to struggle more, whether that student is a beneficiary of a racial preference, an athlete, or a “legacy” admit” (Richard H. Sander, Vol57.367). I disagree because it cannot be determined whether a student will struggle in school based on the way in which they were accepted. A student may excel in Law School although their undergraduate scores were not excellent. One is unable to score the performance of a student until they have completed courses within that school. When addressing this issue, I agree with Elizabeth S. Anderson’s stance in her New York University Law Review article. She states that eliminating affirmative action “causes ignorance of the different life circumstances and interests of marginalized groups, enabling policy decisions to be made that disregard the impact on those not present” (Elizabeth S. Anderson, Vol77.1195). When eliminating the policy, we are in essence eliminating the need for racial tolerance and

The second assumption tracking makes is that the practice is equitable, accurate and appropriate. The third assumption claims student affect will be negatively impacted if they are placed in inclusive groups with higher performing classmates. The last assumption claims teachers prefer tracking as an instructional strategy because they prepare for and teach only one ability-level at a time. Many studies have been carried out to prove or disprove the effectiveness of tracking and analyze any related social impacts. Following is a review of research for both sides of the debate.