Why The Government Should Ensure All Children Are Provided With A Good Education

Howard (2010) quickly changes gears in Chapter two, Changing Demographics, to look at the differences in language, ethnicity, race issues, culture and classism when regarded and compared to those who achieve on level and those who fall in the achievement gap. Howard examines the quickly changing face of America with the increase in Latino populations across the nation. Positing that teachers must adapt to understand and connect to students of diverse populations or there will be a great disconnect and divide that could be disastrous for the growing number of students that are part of the achievement gap, as well as the negative ramifications that could come from not evaluating the needs of those in the achievement gap. Howard (2010) also speculates the long term negative aspects that could come to the United States, especially in global market, if we as a country do

In Hunger of Memory, Richard Rodriguez situates his individual experiences with education in such a way as to expose what he sees as the fallacious logic behind bilingual education and affirmative action. He uses arguments to propagate the systematic problems with such programs. His autobiography explains in great detail the entangling problems all American children face by instituting bilingual programs and affirmative action endorsements.

“Still Separate, Still Unequal”, written by Jonathan Kozol, describes the reality of urban public schools and the isolation and segregation the students there face today. Jonathan Kozol illustrates the grim reality of the inequality that African American and Hispanic children face within todays public education system. In this essay, Kozol shows the reader, with alarming statistics and percentages, just how segregated Americas urban schools have become. He also brings light to the fact that suburban schools, with predominantly white students, are given far better funding and a much higher quality education, than the poverty stricken schools of the urban neighborhoods.

In the student essay “It’s Hard Enough Being Me” written by Anna Lisa Raya, the author portrays herself as a credible source for understanding the role of identity in an educational setting. Raya then appeals to an audience of Latinos and other minorities through her emotions such as stating, “I had never questioned who I was or where I was from” (Raya 121). In the end, she resolves the life-longing issues of identity crisis and cultural shock by staying true to herself and “Soy yo and no one else…Punto” (Raya 122). The author asserts the idea of “not only experienced culture shock, but for the first time I had to define myself according to the broad term “Latina”” (Raya 121) throughout the essay. Raya then appeals to her audience through

In the essay “Still Separate, Still Unequal” by Jonathan Kozol, the situation of racial segregation is refurbished with the author’s beliefs that minorities (i.e. African Americans or Hispanics) are being placed in poor conditions while the Caucasian majority is obtaining mi32 the funding. Given this, the author speaks out on a personal viewpoint, coupled with self-gathered statistics, to present a heartfelt argument that statistics give credibility to. Jonathan Kozol is asking for a change in this harmful isolation of students, which would incorporate more funding towards these underdeveloped schools. This calling is directed towards his audience of individuals who are interested in the topic of public education (seeing that this

Born in the state of California to two Mexican parents my primary language was Spanish. My parent believed that learning English would be second nature because of the environment around me. It was extremely important to them as their first born to know the language that was inherent to me by the blood that runs in my veins. Therefore, when the time came to get enrolled into school my mother opted out for English only thought classes. It wasn’t until Mrs. Ledezma my third grade teacher suggested to my mother that it would be a benefit to transition into in all English class. She specifically said “A Spanish class such as mine is for children that are just arriving from other countries and do not know the English language, your daughter was privilege to be born here. Don’t take away an opportunity to

When one thinks about Hispanics, all too often the image of a field full of migrant workers picking fruit or vegetables in the hot sun comes to mind. This has become the stereotypical picture of a people whose determination and character are as strong or stronger than that of the Polish, Jewish, Greek, or Italian who arrived in the United States in the early 1900's. Then, the center of the new beginning for each immigrant family was an education. An education was the "ladder by which the children of immigrants climbed out of poverty into the mainstream." (Calderon & Slavin, 2001, p. iv) That ideal has not changed, as the Hispanic population has grown in the United States to large numbers very quickly and with little fanfare. Now, the

C.  Thesis Statement – The Us education system is alarmingly promoting the Hispanic achievement gap with segregation, discouragement and discrimination.

Mexican Americans in the education system have been treated unfair. From the Mendez v. Westminster to the low number of students graduating from high school and moving to a higher institution shows that the system has done nothing to help these students. By the help of the community wealth theory many of the few numbers of scholars who have been able to reach these higher institutions have been able to put families, schools, peers, and other influences for their benefit and for helping them enter these systems which are not welcoming to them. Various aspects of these systems need to be change from the diversity of teachers and desegregation in and within schools around the US which would influence the communication and thoughts that Mexican

Mendez recalled asking her parents to not return to school on several occasions because she was afraid of the students. Like Mendez, who had to walk passed the “white school” to the Hispanic school, Jessie had to walk a substantial distance to her school, “With her sisters, Jessie then walked three miles to their country school, one classroom in a wooden bungalow” (Soto 52). Even though both girls had different upbringings, each faced an unjustness. Mendez had money and attended a “white school” but was later kicked out due to her race. Her father, Gonzalo Mendez, was furious; thus, began the court case battle of Mendez v. Westminster. He strongly believed all children deserved an equal education. The young Hispanic students attended an old school with rundown facilities; yet, everyone said it was “separate but equal”. Mendez eventually won the case, and the Caucasian and Hispanic schools were integrated. In my school, I barely learned about these two huge events; I read Esperanza Rising as a child, but a single book was the extent of my education. Today, Sylvia Mendez is fighting for Hispanic history to be added to the curriculum, which I completely support. Teaching students only the glamorous, “white” side of history will result in society with skewed views of other races and cultures.

This case is a dilemma facing the district on whether to continue fighting racism or provide education closer to the students. Initially, the plan to allow promote diversity was an important move that assisted in cementing the racial disintegration that existed before. Although the student had to travel for long distance to new neighborhoods, the plan assisted in bringing the Latino, black and the majority whites together. In addition, the teachers were equally diversified to ensure that they represented of the children. Apparently, the Latinos and the black families ware poor compared to their white households.

The school is only equipped with one fullt time Mexican worker who admits that he sees racism all around him in the school setting. “He estimated that 85 percent of the teachers make prejudicial comments about the Mexican American students” (Baker, 1995, p. 253). He has taught at the school for a significant amount of years but he still feels as an outcast when he attends teachers’ social events. The school does not support the needs of the Mexicans to their best ability, and they simply do not care. Studies indicate that individuals who do not speak English need at least 7 years of training in English, the grade school only provides three years (Baker, 1995, p. 254). This displays racism in the rural area of Idaho although these events have

149) students like Morteza become reliant on the teacher for the correct answers instead of trying for themselves. The teacher needs to encourage these students to come to an answer, even if it is incorrect. There is also the issue of understanding or becomes unclear about the tasks. The teacher must demonstrate clear instructions, use gestures that an EAL/D student may understand or make use of physical models so it is visually understood. (Davis, 2016) Earnest, Joyce, Mori and Silvagni (2010) (as cited in Derderian-Aghajanian and Cong Cong, 2018) say that race, religion and cultural discrimination towards immigrant students [like Morteza] are negatively stereotyped. In order to better understand these differences, the teachers are suggested to learn about the student’s culture and history. Students who are born in this country but speak a different language at home are referred to a bilingual. Students who are exposed from a young age to the dual-languages have a rich variety of contexts, some even mix the vocabularies and grammar of the two languages when speaking, this may occur at home as modelled by their

Pedro Mena is member of the Fischler School’s Hispanic Advisory Board from 2008. In his home country, Venezuela, he was a politician and defender of citizens’ civil rights. Mena has extended that vision of equality to the field of education. Mena has a master’s degree in Science of Education, a master’s degree that served to know from his own experience what obstacles a foreign student must face. His experience led him to reflect on the limited opportunities that a foreign professional has to grow at academic level.

One can agree that the education of children is vital. The education of young girls is particularly underestimated, unequal, and is deemed unrelated to the success of the community lived in and the everyday lives young girls live. When this nonchalant perspective of young girls education is taken, it puts the community at a disadvantage. A supportive organization helps keep these girls in school, allows them to grow indefinitely, and stimulates the economy in which these girls live in. When the education of young girls is taken seriously, the family, community, and global personale sees the impact it will have. When the proper steps are taken, the educational system for young girls will grow and allow for the community to burst because