Improving The Racial Climate On Campus

In Tucson, Arizona ethnic studies classes caused controversy over what kinds of classes should be allowed in Tucson’s public schools. The Latino population of students was greatly being effected by only a 50% graduation rate. The ethnic studies curriculum was created to engage students with a history from a different cultural viewpoint than what was usually taught in public high school. From the outside of the classroom the opposing forces against ethnic studies believed that the hidden curriculum within the classes was detrimental to students. This was because it was teaching anti-American beliefs along with creating students who would act with rebellious beliefs and racism. From inside the classroom the teachers and students look to their curriculum and insist that their curriculum was more about having courage to examine history, create understanding and respect for one another and one’s self. They believed in looking at problems that the world was facing and not just accepting them but also trying to make a change for the better. The problematic readings were grounded in the courses use of the "Pedagogy of the Oppressed” with ideals that are based in teachings like Marxism.

Many institutions questioned how they were going to provide class necessities and administrators for the newly added courses. These concerns arose when they wondered what kind of controversy will be created from having the classes and what exactly students will benefit from the teachings of ethnic studies. Hu-Dehart stated in her article, “The relationship between ethnic studies programs and traditional academic departments becomes unmanageable because it raises issues of turf protection, competition for scarce resources, and racism on the part of traditional scholars.” At first, the fight for ethnic studies seemed as simple as a three step process: add the class, find teachers, and find students interested in the course. However, many other factors contributed to the establishment of ethnic studies courses. As listed above, these issues complicate the ease of creating a multicultural academic course. Another thing to consider was that not all students agreed to have an ethnic studies course. According to Hu-Dehart, “Traditional scholars find it difficult to shake off their preconceptions about the illegitimacy and inferiority of ethnic studies programs and, by extension, ethnic studies scholars.” Although the importance of an ethnic studies course does not resonate with all student body, being aware of the opinions that are roused is just as important. There may not always be an agreeing audience but it is possible to open the minds of college students by exposing them to multicultural

This Tedx talk was by Ron Espiritu, an educator of ethnic, Chicano and African American studies for high school students in south Los Angeles. He has found that ethnic studies is empowering, liberating and transformative for young people. Ron talks about researchers finding that ethnic studies has positive academic and social results for students of all races and ethnic backgrounds. He talks about his grandmother being forced to wear a sign on her chest saying she won't speak Spanish. I never knew that schools were against different languages to this extent. I thought it was acceptable to speak different languages, I was very wrong. Ron goes on to talk about his mother who used her mother as an inspiration. He talks about his mother becoming

Racial diversity is something that is often discussed on college campuses. As a student who self-identifies as a minority in more ways than one I often feel like I have a pretty good understanding of the subject of racism and race. However, often times when these issue are discussed I learn something new; this was the case when reading the articles this week. This week’s articles examined the issue of race from different perspectives. This allowed me to re-examine the issue in a fuller manner; it also allowed me to question some of my own notions that I hadn’t really challenged before.

The greatest concern of mandating “English only” schools in California for example is that 80 percent of the population of students is Latino. Miner further explains, “Good bilingual programs are about more than learning a language, it should be about respect for diversity and multiculturalism (Bilingual Education, 1999).”

Around 1959, bilingual education took flight in the United States. Starting in Miami and quickly making its way San Francisco, bilingual education soon led to the Bilingual Education Act which promoted “No Child Left Behind”. Only twenty years later, the act acquired the attention of high schools around the country. Nonetheless, bilingual education is not always taken to be the cure-all for acclimating immigrants to the United States. In his article “Aria: A Memoir of Bilingual Childhood”, Richard Rodriguez argues that students should not take part in bilingual education by explaining how it takes away individuality and a sense of family through use of ethos, diction, and imagery; Rodriguez also uses

Since the beginning of colonization, individuals have immigrated for a better future allowing their offsprings an experience of a new culture. Bilingual programs have offered students the knowledge of another culture and allowing students and individuals to come as a whole and becoming a family. This programs have allowed students to not forget their cultures but instead it has helped students get rich in knowledge of their own culture, and the new and unknown one too. Making this society diverse.

From ethnic studies’ early inception at SF State in 1969, by 1993, less than a quarter of a century later, more than 700 ethnic studies programs were created across the United States, most successfully at UC Berkeley, UC San Diego, University of Washington, and University of Colorado - Boulder (Diaz). This serves as an excellent exhibit of the TWLF’s significance as without them the extent of ethnic studies would not be so great, should it have existed at all. “The significance of these strikes was twofold: first, minority students were able to unite in solidarity against institutional Racism, and second, the strikes won concessions in the formation of Ethnic Studies programs that have remained in the forefront of academic change” (“Third World Student Strikes”). The implementation of ethnic studies in school curriculums has had profound impacts on society as a whole, only improving the way with which minorities view and approach the world around them, as it significantly improved minorities’ academic situations.

For many young adults, college is a time of great discovery as it presents them with an incredibly diverse assortment of people with whom they may mingle with. However, the mentally ill are often excluded from these interactions. Due to numerous misconceptions about their condition and the ensuing stigma that this creates, college students with a psychiatric disorder are left to endure unnecessary shunning from their peers. Fortunately, some universities have taken it amongst themselves to prevent this injustice from occurring, a prime example of which is the New Diversity Initiative program.

The course of MAS in the Tucson Unified School District was created on July 1998 (Romero 1). The struggles of MAS and it’s creations go back to some cases such as Mendez v. Westminster (1947) , Independent Schools District v. Salvatierra (1931), Alvarez v. Lemon Grove (1931) (Romero 1). In Arizona the Tucson Unified School District is the only district that has Ethnic Studies. This program was created to reduce grade retention, to improve special education, expand courses and to have equity for hispanics (Magallon 6). The course gives their students identity, hope, purpose and interest. When the students are interested in a topic they are more focused and motivated to try harder. This has been seen in the Mexican American Studies course. Research on the article At war with the state in order to save the lives of our children: the battle to save ethnic studies in Arizona by Augustine F. Romero have stated that “Our students are three times more likely to pass the Reading section, four times more likely to pass the Writing section, and two-and-a-half times more likely to pass the Math section than their peers not in our program.” Furthermore, the graduation rate when up to a 97.5 percent and more than 67 percent of the students who rated from high school enrolled to a higher education (Romero 1). The equity MAS provides to their students increases the their success in

One minority, through a multicultural context, that is at-risk is the Hispanic and Latino population, especially in the k-12 educational system. The focus of this paper will be discussed in a schooling framework within the United States education system. For Hispanics and Latinos in the United States, the educational experience is one of an accumulated disadvantage. The initial disadvantage often stem from immigrant parents and socioeconomic status and their lack of knowledge about the U.S. education system—where inadequate school resources and their weak relationship with their teachers continue to undermine their academic success (Schhneider, Ownes, & Martinez, 2007). As a result, Hispanic and Latino students continue to have the lowest

There is one personal story that I have never told anyone, because I feel kind of ashamed if I talk about it. I actually have no knowledge of American History; even I went to the full four years public high school in America. That is why I am questioning the education system in the United States. Instead of spending countless periods in regular History and Biology classes without understand any materials, why schools do not offer History and Biology classes but just for ESL student, using simple and easier form of English to understand, so immigrant students can actually learn more about the subjects. In the addition, schools should also give an instructional program that give English language learners access to academic concepts and skills. Therefore, I certainly believe if there were program and curricular alternatives for students with limited English proficiency, students would not experience a difficult time with their school. Moreover, research has showed that due to these difficulties that immigrant students have to face, there is a high dropout rates among language-minority secondary school students. For example, Hispanic students are more likely than White students to leave school during their high school years (10% versus 4%; National Center for Education Statistics, 1996). In 1994, the number of Hispanic students aged 16-24 who had not completed high school and were not enrolled was 30%, as compared to 8% for White

Going to college in the United States may be extremely difficult and stressful for ethnic students. These students have to learn and speak English in order to understand their professors and assignments. Paukert, Pettit, Perez, and Walker (2006) examined how ethnic college students

In my original personal narrative, I mentioned that I grew up in a mostly white middle class town with a 15% Latino population. In some ways, I grew up in a town that is in the forefront of a national discussion about increasing multiculturalism and acceptance of Latino Americans. We have come to realize that not all illegal immigrants are criminals here to do us harm. Some are people who have been here many years, raised families and contributed to our society. During my childhood, I had friends that were Korean and Latino descent, and I am grateful to have experience with those diverse cultures. In this class and in a previous teaching class, I worked with and got to know students of different ethnicities. We learned in class about legislation that would provide English learners with more support while they are assimilating and learning English (Buenrostro,2017). This can only benefit everyone as we raise the level of proficiency for the newest students. We Americans may have different cultures and traditions, but we all have value that can add to our society. I hope to continue my ethnic studies to further my understanding of other cultures. With the power of knowledge, we can break down barriers and stereotypes.

Education is one of the most important factors in every person’s life regardless of where they’re from, their race, or their culture. Becoming educated not only makes life easier for us but also can help people become more successful in all things. However with so many people of various races, ethnicities and backgrounds in the United States it is difficult to create an education system that attends to each student’s individual culture. Ones own culture influences their actions and lifestyle, therefore this can create conflict if it is different from their schools cultural teaching style. Multicultural and multilingual classrooms have become the norm in many educational and professional settings throughout the U.S. because of changing immigration patterns caused by globalization (Institute for Educational Leadership, p. 2). For teachers today, it is essential to understand the role of culture and have the ability to interact interculturally in the classroom to create an effective learning environment. Analyzing cultural issues or differences can help teachers to understand some of the unconscious processes that shape individuals’ actions and interactions, as well as their language use and communication. “Teachers who understand cultural diversity…are more likely to be successful in their multicultural classrooms” (Samovar, Pg.2).