Multiracial Students

The United States is viewed as a modern country, with a population primarily of immigrants and a seeming openness to cultural diversity. However, people who come from different cultures and backgrounds experience the of loss of cultural and ethnic identity. Within the country of diversity itself, minorities tend to fall into the stereotypic roles given to them by the “superior” groups, causing difficulty in moving away from the unethical ideals of racial and gender segregation along with the unvoiced restrictions placed upon the establishment of outside cultures. The search for one’s identity becomes more of an attempt of concealment and ignorance towards cultural roots, unconsciously falling into the stereotypic identity created for

The College of Arts and Sciences is comprised of four divisions: Fine Arts, Humanities, Natural Sciences, and Social Sciences. The curriculum of the College is designed to meet the needs and interests of a diverse, multicultural student body. Explain what interests you in the Arts or Sciences, and how studying at Howard University will help you achieve your overall goals?

The United States is a country of immigrants. It started from the English migrating to America in the 1600s and calling it home, and throughout time immigration has continued. The United States has been described as a melting pot and there is a lot of truth to that. Before the immigration was majorly from Europe, but now the majority of immigration comes from the Latin Countries. It is said that Latinos are the largest growing minority in the United States making them a big part of the country. But there is a problem, the Hispanic students in the education system of the United States have a lower participation in education, and this research project is to try to determine some of the reasons for this problem.

Public schools are beginning to see a shift in demographics in the United States. There is now a culturally diverse student population and educators need to respond to this shift in order to ensure an equal education for all students. Culture aids in determining how students learn, and culturally responsive teaching is a way teachers can educate culturally diverse students and provide an equal education for all. Culturally responsive teaching is defined by Geneva Gay as using the various characteristics, perspectives, and experiences of many cultures to effectively teach culturally diverse students (2000). Culturally responsive teaching prepares teachers to work with and teach a culturally diverse classroom of students and allows teachers to create a classroom environment that is similar to their students’ home environments so students do not have to assimilate to the dominant culture or change from their home culture to their school culture depending on their setting (Brown). Multicultural education is not only important for ensuring equal education for all students, but also creates youth who will be able to function and be effective citizens in a pluralistic society (Gay 2003). In order to implement culturally responsive teaching, teachers must acknowledge potential biases and reconstruct their attitudes, create a diverse knowledge base, be caring and empowering, and create a classroom environment that is conducive to a culturally diverse

After Spending 16 weeks in African-Americans Equality and Law, I found that a problem relevant to race in today’s society is our inability to ask and answer racial questions. Because I saw this as a current issue, I made the decision to facilitate an open and honest discussion about race with a group of diverse Temple Students.

For decades there has been research conducted on the racial disproportion of black student’s suspension in schools compared to white students (Skiba et al., 2000; Skiba et al., 2002; Wald and Losen, 2003; Welsh and Payne, 2010; Kinsler, 2011; Wright et al., 2014). Recently, the Department of Education Office for Civil Rights (2014) study revealed that black students were three times more likely to be suspend and 3.5 times more likely than their white peers to be expelled. In the studies conducted, racial gaps in suspension rates are persistently found and still remains a significant unknown when using different analytical strategies and methodologies (Wright et al. 2014). It is important to note that no studies have yet been able to account for the different variables that contributes to the racial disparity in school discipline. A deeper investigation of past and present research literature is useful in the determining variables that may contribute to the racial gap in school suspensions and its purposed channel in the school to prison pipeline. Some earlier researcher’s suggestions have been socioeconomic factors, the lower academic performance of black students, the difference in behavioral problems, or the lower academic expectations of black students from teachers to support the racial gap in suspension (Magnuson and Waldfogel, 2005; McCarthy and Hoge, 1987; Tenenbaum and Ruck, 2007). Even in studies that attempted to control for social economic status and differential

be at an educational disadvantage compared to the students attending the predominantly white suburban schools. (Batts, 2012).

Growing up, I always felt like an outsider. I yearned for a sense of belonging, but I would always have to bring myself to a constant realization about the implication of my existence—I was black and white, not one or the other, but both. The continual task of “checking one box” on surveys and papers didn’t really help the situation either. Being the product of an African-American father and an Irish-American mother made me appreciate and understand all the variations of race and culture in the spectrum, but it also left me in this murky-gray area with no sense of direction—a feeling that most multiracial

An unstated mission of UT Austin is to educate Texans and enroll a student body that is as rich and diverse as the state of Texas. However, closer examination of the institution’s history and current make-up highlights the pressing constraints and experiences of its Black students. UT Austin is known for its ongoing political battles and hyper-regulated admissions policies in areas of access and “affirmative action”. These notably include:

“Th-th-the dog wa-was very big.” the black student read as the classroom snickered. “Dequan can’t read” another student yelled out and the fifth grade class filled with laughter. This is what happens in black community public schools every day. Instead failing these black students that can’t read simple words in the fifth grade, teachers pass them along all the way through high school. “It is unlawful as well as unsafe, to teach a slave to read” (Douglass). The educational system wants black students to know little to nothing their whole lives. Schools are set up to have as many black students in jail by the time they are eighteen as possible. One out of every four black students will pass through the correctional system, and at least two out of every three black students will be dropouts (Barber). We live in an America that does not want black people running or even knowing how to run the country. Education was made for white students to run America it and still is.

A person’s identity may be determined by him/her family background and this is proven evident in the essay “Private and Public Language” by Rodriguez. We live in a world in which identities are determined prematurely without hesitation. This means that even without getting to know an individuals personality the first thing that is done instead is determining identities based on your physical state, family, or family background. As a culture we live in a diverse environment in which the majority of people come from a different place, and as a result many are identified differently depending on where he/she and their family are from. Today’s culture is more diverse than ever, and more and more people are migrating to different countries and settling so I feel like it

Pick-up any school brochure and you will see the same picture on each one. A picture of students from different racial and cultural backgrounds standing together used to represent how diverse an institution is. The international school I work for is no different, the first picture on our website is of students from different cultures walking through the front doors of the school. Sprawled among the text below the school uses the words diversity, inclusion and acceptance liberally to describe itself. The school operates on the idea that since it’s populations consists of students from around the world, it is an accepting place that embraces its diversity. A view I once used to share before realizing that being diverse and supporting diversity are not the same thing. I grew-up in a small town in Ontario, where my classmates were white, middle class, cis-gendered, Christians. So when I started working at an international boarding school I felt like the school was exploding with diversity, with students from 73 different countries all living under one roof. However, I began to noticed that students only interacted with students from their own race or country, and the school has done little to help promote interaction. Stereotypes were developing and assumptions were being made that negatively impacted students within the building. Such as, students refusing to live with Nigerian’s, stating that they were too loud and messy and that they would always smell bad. Stereotypes being

How does a non-white student interact (verbal communication, non-verbal communication) with a white student in ASU? How does he(she) feel? Is there any different feelings or behaviors between he(she) communicates with another non-white student?

In recent years, identity has been open to discussion and reflection. One's identity has now been subject to change. There are still major cultural categories of identity, for example:

Diego Hernandez stated that he is Columbian. Hernandez stated that Professor Karanja Carroll uses him as an example of race. He stated that Carroll’s behavior towards him is because he is Hispanic. Hernandez stated that he is not the only Hispanic student in the course.