The Preamble Analysis

This paper is intended to explore and report upon the topics posited by Tyrone C. Howard in his book, Why Race and Culture Matter in Schools: Closing the Achievement Gap in Americas Classrooms. Closely examining each and every chapter as they come and how the structure of this book gives a detailed framework and guidance system for novice and experienced teachers to take their pedagogical skills to more diverse and multicultural levels. Also, this paper will review a few lessons or projects that can be adapted and used within my personal educational institute in order to create

This Black-White performance gap is even more evident when comparing students whose parents have equal years of schooling. This article evaluates how schools can positively affect this disparity by examining two potential sources for this difference: teachers and students. It provides evidence for the proposition that teachers ' perceptions, expectations, and behaviors interact with students ' beliefs, behaviors, and work habits in ways that help to perpetuate the Black-White test score gap. [ABSTRACT FROM AUTHOR]

Sidetracked uses many different rhetorical techniques such as visual aspects, witnesses, descriptive words, ethos and pathos throughout their blog posts. Sidetracked is a blog written by many different individuals that have traveled all over the world. The blog provides readers with personal experiences of adventures to exotic places. Capturing the emotion and experiences of adventures throughout the world is an invaluable experience because when you reach your destination the views will be like nothing you have have seen before.

Chapter 1 provided information that helped me consider my school district concerning the issue of school segregation. This information affects my employment in my district in a ways that might be very different if I taught in a different kind of district. At Ste. Genevieve R-II, we are almost entirely composed of Caucasian students, administration, faculty, and staff. As a Caucasian teacher in my district, I have never worried about losing my job or benefits because of my race.

Authors Glenn E. Singleton and Curtis Linton in Chapter Five of Courageous Conversations About Race broach the topic of race, by asking the reader to evaluate his or her own consciousness of race. According to the authors, in order to address the achievement gaps between African American students and White students, educators should shift their energy towards focusing on the factors that they have direct control of inside the classroom rather than on the factors that influence this achievement disparity between races outside the classroom.

“Multiplication is for White People,” is a very interesting title for a book. Immediately, I thought the book may be about the disadvantages that black children experience relative to white children as it relates to education. Due to the raising expectations in the educational system, there seems to still be an achievement gap among black children and white children in schools. Author Lisa Delpit, provides the reader with a picture of two decades of school reform that leaves people of color feeling that higher education is at a disadvantage. Her research on the historical reform events in education really provided a connection to the metaphor “Multiplication is for White People,” used as the title of her book.

Contemporary education reforms study on the continuous black-white achievement gap in the public schools, in America. In the book, “Multiplication is meant for White People”: Raising Expectations for Other people’s Children, Lisa Delpit focuses on these reforms and informs educators that education gap does not exist at birth.. Through her experience in the field and as a mother, she gives strategies for raising the expectations of minority or underperforming children especially the blacks. The book has many references of elementary to university success stories of mentioned practitioners.

How should society handle the perceived differences between races when it comes to education? The goal of both researchers is to narrow the academic gap between white and black students. Both authors attribute the gap between the academic scores of black and white students from opposite sides of racial identity. As Dr. Beverly Daniels Tatum, President of Spelman College and clinical psychologist has written an article entitled “Why are All the Black Kids Sitting Together in the Cafeteria?” Her approach is from the perspective of the student and how they perceive their role and upper limits while maintaining their place in their peer group's expectations of their race. Dr. Diane Ravitch, a research professor of education at New York University, has written an article entitled "The Facts about the Achievement Gap.” Her approach is from the perspective of how schools and society implicitly or explicitly cast students into achievement tracks based on their race. Both approach the same idea about racial identity, but they have different solutions, such as peer groups, the school board, and who is right about the solution.

Millions of children, teenagers, young adults, and adults attend school every Monday through Friday in the United States with the intent to learn and further their knowledge of core subjects. They learn math, science, English, history, and countless other subjects throughout the week of school. In history they learn about how for a long time in American history women were not allowed to go to school and were forbidden get a higher education for even longer. They also learn that for much of American history schools were separated by race. In “The Next Kind of Integration” by Emily Bazelon, the author talks about how in 2008 the Supreme Court ruled in a close decision that the racial-integration efforts of two school districts was unconstitutional. In “When Bright Girls Decide That Math is ‘a Waste of Time’” by Susan Jacoby, Jacoby talks about how gender stereotypes limit girls and young women from being proficient in math and science throughout their life. Even though integrating different races, socioeconomic statuses, and even genders can be difficult, in the long run it leads to better educated students and a better experience in school.

The Warren Court described the practice of having separate schools for black and white children as inherently unequal in the revolutionary court case Brown v. Board of Education (1954) in the following ways. It allows for a significant difference to occur in educational and professional opportunities for black and white students, it leads minority children and teenagers to internalize the perception that they are inherently lesser than their Caucasian counterparts based on their race. Consequently, it also leads minority children and adolescents to have a lack of motivation in the school setting since they have internalized the thought pattern of inferiority so deeply that it affects how they think of themselves and their ability to learn.

Schools systematically subjugate minority and black students when a school’s enrollment contains a huge racial majority. If students have no exposure to persons of different ethnicities, cultures, races, and religions, then these students will experience culture shock when they confront “other” people. Even in our class, we talk about black and minority students as another group, one that differs from “us.” We think about the inequalities in school systems as problems we need to fix, not as problems that have influenced our thinking and affect us as prospective teachers. For example, a white graduate student with

As minority students increased in urban public schools, they have now become the majority of the school population and have brought difficult topics to the surface; race and ethnicity. In Another Inconvenient Truth: Race and Ethnicity Matter, Hawley and Nieto published their beliefs on how cultural differences are not to be tucked away and hidden in an educational setting, but embraced and celebrated to promote education by the teacher in an academic journal: Educational Leadership. Their appeals and claims provide various instruction to guide professional educators to overcome the achievement gap.

The mini-painting, Cover Girl, reflects both the blindness of society to cruel biases and the stereotype of the role of women in society. The flowers covering the girl’s eyes represent how people only see what they want to see, and cushion the harsh daily reality of unequal treatment of many different people, including racial differences, differences in sexuality, etc. The flowers float in front of the girl’s eyes to show that she is not voluntarily numbing reality, but the flowers are held in place in front of her for her own good and happiness. It shows that ignorance does mean bliss in society, and that’s how a system of oppression being held in place. This connects to Kindred because the system of oppression is continued by blindness and acceptance, just like the girl in the painting is blinded for her own sake and happiness.

The 13 million people who live along the United States - Mexican border1 face unique health issues and disparities than their northern and southern residing counterparts. Access to health care is a great health determiner for the many foreign-born residents living in the United States, especially for undocumented immigrants2. The topic to be addressed in this review will include current health issues and accessibility of care for the people living along the US – Mexico border. This study will include infectious diseases, substance abuse as well as issues facing women and children. The combination of many social factors including increased poverty and drug use, limited healthcare and low self-efficacy are all impacting the rates of

African American students account for the larger majority of minorities in public schools in the United States. Most areas in the northern part of the United states and coastal areas are ethnically diverse. However, down south this is not the case. Students of color will experience a harder time in the education system. African American students meet the obstacle of educators who will not want them to succeed based on a preconceived thought. In fact, Caucasian teachers make up for 85% of all