Summary Of Ethnic In Schools

Shankar Vedantam, author of Hidden Brain and NPR science correspondent informs and advocates for equality in the education system in his article “How a Self-Fulfilling Stereotype Can Drag Down Performance” published in the Washington Post (2009). Vedantam begins his article by interacting with the audience while he asks a question,and he cites Sociologist Min-Hsuing Huang’s research on the influence that the environment has on a minority. Huang found out that: reminding minorities of their race before a test, limits them more than if they weren't reminded. Vedantam highlights the fact that Huang’s research goes unnoticed by prominent figures in….such as managers, policy makers, parents,etc. He then goes on to prove the corruption in social science that impacts the lives of every minority, which is truly everyone because anyone can be in a setting that makes them a minority.

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

In the U.S., the term “race” has different connotation compared to other countries like Brazil. As the book Culture defines it- in Chapter 11: Ethnicity and Race- a race is nothing more than a biologically related ethnic group. Often, the tendency of North American society to rely on hypodescent, leads to stress and lack of self-identity. As a matter of fact, the book describes hypodescent as the arbitrary classification of interracial children as a member of the least privileged ethnic group to which either of their parents corresponds. Besides, in today’s world U.S. population has become increasing diversified. Diversity has led to racial tension between different groups. Latinos is one general term given to people who speak a Latin-derived language (this includes South American

According to Gay, (2002) Teachers tend to perceive European and Asian students as having higher intelligence and academic abilities. They tend to perceive African and Latinos students as having more disciplinary problems. In some cases teachers may be more biased based on personality, temperament, and social competence. Teachers need to be more aware of their own cultural

Steele focuses her argument around high achieving, motivated black student’s underachievement rooted in stereotype threat. She argues that students that are of equal intelligent level underperform due to subtle but powerful impacts of stereotypes, and that colleges can lessen these impacts by addressing the issue through creation of identity safety and diminishing of racial divides. This point is strongly proven through the study conducted by Woolf et al. (2008) where minority students underachieve in medical school due to decreased teacher interactions rooted in student classifications. If a safe identity space were created in this institution the classifications and ultimately racial divide would be nullified, leading to equal relationships amongst all students and teachers and ultimately opportunity for equal performance. Upon examination of Steele’s essay and other case studies, stereotype threats biggest disadvantage lies in ultimate creation of unequal opportunities and testing environment

Essentially, chapter one opened the door for me to look at myself as an educator and realize that my beliefs, values, religion, customs and traditions influence my thoughts and actions in the classroom. Many times we as educators go about our daily routine of instructing students, unconscious of how our preconceived notions about life and education influence our instruction and interaction with students. In chapter one, Delores B. Lindsey, Richard S. Martinez, and Randall B. Lindsey invite deliberate conversation about who we are as individuals, why we do what we do, and other thought provoking issues like race and socioeconomic status. And the sad but true fact of the matter is, many times in education we acknowledge religion, ethnicity, and socioeconomic status, but that is as far as it goes. They are acknowledged but often times not addressed- in the sense of how ethnicity and socioeconomic status influence teaching and learning and how to use this knowledge to enhance by teaching and learning. It

A fifth grader may come in at a “second-grade level” and graduate at a “fourth-grade level,” which is a tremendous achievement on the part of the educators; however, because standardized testing fails to account for such circumstances, the entire year would be seen as a failure from the perspective of the state (Berger). To put it crudely, “poor schools can’t win at standardized testing” because students in areas of poverty start school academically behind and are unable to catch up as there is the lack of resources and funding (Broussard). On the other extreme, gifted students are also hurt by attempts to standardize education, for instance, with the No Child Left Behind Act, an act that many say has “failed our adolescents” (Steinberg). Teachers say that the legislation has resulted in a “race to the middle” that means “talented students have their potential squandered” as schools “[don’t] foster growth” (Weller). In effect, standardization attempts to remove individuality from learning and ignores that students have different capacities for learning, that some students may need more help while others need to be challenged above their grade level - instead it averages it all out to a “standard” that harms both

Policies that Miamifield should implement are a required class on race, diversity and culture, club that meets once a week about race, diversity, and culture, a room in the school where students can go and talk about their issues with no judgement or consequences, changing the mascot, change the way that teachers are hired, make clear rules on what will cause a student to be suspended, and full day of school every year where the mayor, community, students all talk about what is happening in the school with race and other issues and how it can be solve. By requiring a class on race, diversity, and culture will allow for the students to learn about people that are different than they are and it will open up their eyes to a new perspective. I would make this class mandatory for all students

In the United States there is a long history of failure to provide every young citizen of this country with a good education. While there has been revolutionary advances to give every child their best possible chance to get an education; the same cannot be said about the quality of the education given to each child. Many studies have brought forth data that show minority groups within the United States have a much more difficult academic experience when you look at a child’s transition to kindergarten, a school required qualification for teachers, and their views on academic achievement based on cultural norms, and racism experienced.

Dr. Holland (2012) researched the success the desegregation of minorities in majority white schools via a bussing program (p. 101). She examined prior race and gender integration studies, friendship patterns, race relations, and interviewed and observed high school students (Holland, 2012, p. 101-104). Holland (2012) questioned how successful programs were at integrating minorities of any gender into the social circles of public schools (pp. 101-102). Holland (2012) witnessed a visible and invisible gap in the treatment of minorities, both as a whole and by gender (p. 107).

The stereotype threats that these minorities, including women, black and other minority indigenous groups, face diminish the level of achievement the students can obtain. For example, Gordon and Bridgall examine the challenges students of color must manage while in school (Gordon et al, 122). While in environments dominated by ethnically white individuals, students of color seem to receive a lower quality of education because of academic isolation and expectations originating from their stereotype threat. Rather then studying with others, students of color would study alone, losing the chance to gain insight or different perspectives from other students. Then the students of color would fall victim to poor expectations deriving from anxiety, such as fear of disapproval, negative environments, and limited access to academic models (Gordon et al, 126). Eric Wargo touches on socioeconomic status and how it challenges giftedness, specifically in intelligence and IQ scores. He examines the differences in IQ scores and explains that the disparity comes from the wide gap in socioeconomic status, or SES, which leads to to different bringing up of children. While families in a high SES have educated conversations with their children, lower SES families may only yell and curse to their children. Other differences include

Latin-American students make sense of racial discrimination in school in various ways through stereotypes. Stereotypes like being called lazy or a troublemaker can make Latin-American students feel discouraged in doing well in school since teachers already have low expectations for them. The model minority myth in schools allows stereotypes of other ethnic groups to be used against Latin-American students making them feel discriminated against. Even just experiencing a stereotype threat can negatively impact a Latin-American student’s academic achievement. However, breaking out of the stereotypes may cause conflicts between Latin-American students who like to stay in the stereotypes and those who don’t. Furthermore, Latin-American students can also make sense of racial discrimination even with inclusion, being in cliques that are only with one ethnic group causes exclusion to others. Schools clubs that are only for Latin-American students exclude other racial

Chapter fifteen of Multicultural Education is divided into three major sections. These three sections include recruitment and barriers, recruitment recommendations, and retention issues/difficulties. A large part of this chapter focuses on the underrepresentation of culturally diverse students in gifted and advance placement programs. When taking a look at gifted education programs, there is an extreme underrepresentation of African Americans, Hispanic Americans, and Native Americans in these programs. Gifted education programs are a need not just a privilege and should not be used as a simple form of segregation between races or cultures.

Everyone knows about the various stereotypes and social stigmas that come with socioeconomic status whether they will choose to admit it or not. Society has come to assume that a child who comes from a family of low socioeconomic status, that they will not do as well as a child who comes from a family of a greater socioeconomic status. Unfortunately these assumptions are so ingrained in our brains that we start to follow the self-fulfilling prophecy. When a child from a noticeably low socioeconomic status walks into a classroom, it is not uncommon for the teacher to automatically assume that the child will not perform well in class, and in turn either grades the child more harshly or does not give the child as much attention as the

School staff may then rely on stereotypes as a source of expecting academic achievements. Research conducted by Guyll, Madon, et. al supports the claim that in most cases, there is an incapacity for minority students to communicate with teachers. Due to language and culture barriers, student-teacher relationships are hindered with minority students. Their research proposes that this constraint in student-teacher development for minorities “may influence school personnel to formulate stereotypes and use as a source of escalating their principal impressions which may enforce a negative prejudice on expectations for academic ability” (2010, 128). As a result, school personnel may engage in adopting negative misconceptions of minority students. Guyll, Madon, et. al describe the misconceptions by stating how “one’s bias conviction can encourage negative treatment of a particular person or group which, in turn, forms the person or groups behavior in a detrimental manner” (2010, 116). This misconception of a certain minority group can lead to unfair treatment, which in turn can affect academic achievement in an undesired way. Thus, this research shows how stereotypes and lack of teacher-student relationships have negative effects, such as lower academic performance and potential