We Don 't Play With People Of Your Color

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

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

Systematic racism within education Institutions, such as the lack of adequate funding as well as subtle discrimination, continues to be the root of the problem that plagues this nation. Even though segregation was abolished in 1964, the lingering effects that remain are significant and cannot be passively mended. Although it is tempting to think that this prejudice is caused by a select few and not the many, it is clear that this problem holds more depth. Recent studies conducted by the National Education Studies (NEA) have proven that even in school’s African American students are often times targeted and punished at a significantly higher rate when compared to their white peers. The study states “Black students make up almost 40 percent of all school expulsions [in the] nation, and more than two thirds of students referred to police from schools are either black or Hispanic” (Blacks: Education Issues). This study conducted by the Department of Education, cabinet-level department of the United States

African Americans are not the only ethnicity group to be singled out with behavior. Racial and ethnic minority students report experiencing low teacher expectations, having less access to educational resources, being placed on lower educational tracks, and being steered toward low-paying employment (Kozol, 1991; Olsen, 2008).This low expectation is causing

Education and economic justice were two forms of systemic inequalities that make inequality difficult to talk about. Education is a requirement if someone wishes to have a better life, but not everyone has access to quality education. In the U.S there has always been a battle, people of color have fought to be able to access quality education, (Philips, 2016: 130) they are constantly attending inferior and ineffective school where there are many distractions for students to be fully successful in the classrooms. Often these schools where children of color attend lack quality facilities, educational resources, and qualified teachers. Someone can’t help to notice that in general such unqualified schools are mostly in color people’s neighborhoods.

This chapter elaborates on how racism has a negative impact on African American education, in which has been happening for many decades and is currently taking place. Furthermore, it speaks about segregation and how it currently exists in different ways. Additionally, it speaks on how segregation not only exist in one school, but it likewise exists across the school districts. It speaks on how segregation in these schools has a negative impact on students’ academic success and future success.

Currently, general education classrooms have increasingly become diverse with both disable students and students from different linguistic and cultural backgrounds. In order for educators to ensure that they effectively teach these classrooms, meet the needs of each student both successfully and individually, effective research that is based on strategies need to be implemented. The U.S. Department of Education suggest that, the current school-age population is becoming more diverse as time passes, yet, majority of the teachers in these schools are white non-Hispanic women. According to another report by The Condition of Education in 2006, American schools are portraying increased diversity and growth. The report suggested that, forty two percent of students in public schools were ethnic or racial minorities in the year 2003; this increased from twenty two percent since 1972. Owing to these reasons, teachers in these schools are expected to educate a diversified class of students including those that come from diverse linguistic and cultural backgrounds. Teachers are therefore, required to implement a number of key strategies that will ensure that every student in specific classroom feels that he or she belongs there (Worrell, 2010).

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 1965, Lyndon B. Johnson signed the Elementary and Secondary Education Act as part of his “war on poverty” in hopes of closing the achievement gap between low income schools, which typically house larger percentages of student of color, and their more affluent counterparts. The act has been redefined and reauthorized every five years since its original enactment. However, despite the last 50 years of education reform, the disparity amongst high and low poverty schools is as large as it ever was. In turn, the disparity between students of color and white students has only grown. Clearly, the one size fits all approach to education America has been using does not work. The U.S public education system is broken and, as a country, very

First, this poor girl was ostracised in the school by whites, the teachers, and the principal. Next, She was then put in a classroom by herself for the year while other kids sat in the classroom next to her. Third, she had to eat by herself in the classroom while all of the white kids ate together. Forth, this young girl played by herself during gym because the other teachers would not teach Ruby. lastly, she had to be by herself during music class.

School institutional racism is in the form of teachers, resources and harsher punishment that potentially leads to school- to- prison pipeline towards blacks and minorities starting at a young age. Low income neighborhoods have a higher population of blacks and other minorities, and since those neighboring schools are funded through property taxes these schools are extremely underfunded, understaffed, and lack the resources needed to properly provide these students with the education they need. As stated in the article by Myles Moody, “This current system is set up to fail Black Children (Moody, 2016).” Most teachers who are employed in these low income schools may employ inexperience teachers who lack the ability and experience to bond with their students and their cultural needs (Moody, 2016). This lack of bonding is developed because there is a lack of congruency between the students and the staff. The teachers also lack the experience to also build a good rapport with their students’ parents; therefore, there is a high level of mistrust towards teachers that directly impact the students’ level of education (Moody, 2016). When the teacher, student and parent develop a good relationship with one another, the teacher is more inclined and comfortable to report to the parent any possible behavioral or learning discrepancies

This research was to get a glance of racial inequality taken place in the country's education system. The research analyst has found that black students and others minorities such as; Native Americans and Latinos students have fewer opportunities to be in advanced science and math courses. The nations Education Department have noticed the excessive numbers of expectation and suspension African Americans have. The education department has come to an analysis students in kindergarten classes around the age of four years face racial inequality in school from administrators( Hsieh, S.2014) .During the 2011- 2015 school year, the department have noticed black students were expelled at a rate of three times more than white students, black girls have a higher suspension rate than all other girls and most boys, about one in four African American boys, with learning disabilities received home suspensions to contract to that one in five girls of African American decent with a disability receives home suspensions and as schools with a high demand population of black students did not offer algebra or chemistry( Hsieh, S.2014). About 40% black students who are accounted of enrolling into schools with gifted programs offered, but in statics only 26 percent of them are represented in the program( Hsieh,

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.

I gotten chase by many white students, bullied by many whites students, and almosted killed by many white students. And let me tell you this I was about to blow my top off. Me and Melba was heading to the office when a group of girls pushed Melba against the grey lockers. They called her mean and saying bad stuff like they was going to kill her before she even gets a chance to walk out of the school building.I had enough with this school and all the people was us names. “hey that’s not nice” I yelled trying to pull the girls off of Melba causing one of the girls to fall. “Shut your mouth before you not have a mouth to talk with” A blonde headed girl said. “You wouldn’t like to live in our shoes, now would you” I yelled drawing attention to all of us everyone shut up. “we get pushed, hurt, called names, and treated everyday and we still manage to come back to this school, and what we yell back at you guys and all of a sudden we’re the bad guy, NO you guys treated to kill us everyday, you guys guys treat us differently, you guys make the situation worst, I bet you wouldn’t like it to be a so called “NIGGER”’. I quote with my two fingers. everyone was speechless and girl was going say something but I didn’t wanna hear what she had to say, So I held up my hand and gave her the shush mode. “I’m not finished, Anyways all nine of us are gonna stay here and you’ll just have to put up with it, but will not be treated as an individual anymore

Tahj put his head down in disappointment of his own self and walked up to his room. The next morning Tahj promised he would get on the bus and actually get off at the right stop this time. This was his first day at a predominately white school. It started off as your average first day of school, go to a few classes, like some teachers more than others and meet a few potential friends. But at lunch Tahj’s day became a little more special when a gorgeous girl who decided to come over to greet him.