SYG2000 Race and Racisms Presentation Read powerpoint and post things you learned, things you found particularly interesting, questions about things you di

SYG2000 Race and Racisms Presentation Read powerpoint and post things you learned, things you found particularly interesting, questions about things you didn’t understand and any other reaction you have to the material. Respond in at least 10-12 sentences. I have attached the powerpoint. EDUCATIONAL LEVELS
All educational levels characterized by
racialized and ethnic inequalities
EDUCATIONAL LEVELS
All educational levels characterized by
racialized and ethnic inequalities
-University level
EDUCATIONAL LEVELS
All educational levels characterized by
racialized and ethnic inequalities
-University level
-Preschool/K-12 education
HISTORY OF EDUCATIONAL INEQUALITY K–12
Separate but equal policies impacted Black,
Asian American, and Latino education.
HISTORY OF EDUCATIONAL INEQUALITY K–12
Native children impacted by policies that took them from
their families and brought them to boarding schools
where they faced assimilation and where they often
were punished for practicing their identities
Students in cadet uniforms
at the Carlisle Indian School,
ca. 1880. (Copyright
Bettmann/Corbis/AP Images)
HISTORY OF EDUCATIONAL INEQUALITY K–12
Most schools with high numbers of children from
predominantly racialized groups experienced
inequities in academic curriculum and
resources
COURT CASES
A number of court cases, government reports,
and new policy directions stimulated some
changes, but over time also returned some
schools to former unequal conditions.
COURT CASES
Mendez v. Westminster (1947)—Determined that
denying enrollment to children on the basis of a
Spanish last name violated the Constitution
Brown v. Board of Education (1954)—Overturned the
separate but equal doctrine and began a long
attempt to integrate public schools
COURT CASES
Dowell v. Oklahoma City—Ruling that reversed
school desegregation policies . “This decision
meant that many school districts abandoned
desegregation programs. Once children began to
attend schools in the neighborhoods where they
lived (as opposed to being bused to other
neighborhoods), schools rapidly became
resegregated.” (p. 147)
SEGREGATION
In the South, segregation has returned to higher
levels than in 1970.
View this clip from the
documentary “Little Rock
Central: 50 Years Later.”
https://www.youtube.com/w
atch?v=d8Or8OBrMzg
SEGREGATION
Some regions of the country like the South experience
re-segregation. With the end of the busing of students to
integrate schools, fewer black pupils are enrolled in the
schools that contain large populations of white students.
Source: Adapted from Orfield and Lee (2004).
EDUCATIONAL DISPARITIES CONTINUE
In all factors of measurement, racialized groups, with
some exceptions with certain Asian American
communities, experience disparities.
EDUCATIONAL DISPARITIES CONTINUE
In all factors of measurement, racialized groups, with
some exceptions with certain Asian American
communities, experience disparities.
-Graduation rates
EDUCATIONAL DISPARITIES CONTINUE
In all factors of measurement, racialized groups, with
some exceptions with certain Asian American
communities, experience disparities.
-Graduation rates
-School drop-out rates
EDUCATIONAL DISPARITIES CONTINUE
In all factors of measurement, racialized groups, with
some exceptions with certain Asian American
communities, experience disparities.
-Graduation rates
-School drop-out rates
-Grade point averages
EDUCATIONAL DISPARITIES CONTINUE
In all factors of measurement, racialized groups, with
some exceptions with certain Asian American
communities, experience disparities.
-Graduation rates
-School drop-out rates
-Grade point averages
-Math and literacy rates
EDUCATIONAL DISPARITIES CONTINUE
In all factors of measurement, racialized groups, with
some exceptions with certain Asian American
communities, experience disparities.
-Graduation rates
-School drop-out rates
-Grade point averages
-Math and literacy rates
-Retention and having to retake a grade level
EDUCATIONAL DISPARITIES CONTINUE
In all factors of measurement, racialized groups, with
some exceptions with certain Asian American
communities, experience disparities.
-Graduation rates
-School drop-out rates
-Grade point averages
-Math and literacy rates
-Retention and having to retake a grade level
-Expulsions
UNIVERSITY EDUCATION
Disparities in the representation of college graduates in
ethnoracial groups is another disparity.
The Bakke case determined that race could only be one
factor in admission policies.
Other court cases ruled on the use of race as a factor for
admissions. Also, state propositions limited the use of
race as a factor for admissions.
UNIVERSITY EDUCATION
For example, in California a proposition denied
the use of race as a factor in admission, which
contributed to the numbers of students of
color plummeting in the University of California
system.
UNIVERSITY EDUCATION
Source: National Center for Education Statistics (2010).
Source: National Center for Education Statistics (2010).
EXPLANATIONS FOR ACHIEVEMENT GAP
Scholars use several explanations for these achievement
gaps:
EXPLANATIONS FOR ACHIEVEMENT GAP
Scholars use several explanations for these achievement
gaps:
-Income and wealth levels of parents
EXPLANATIONS FOR ACHIEVEMENT GAP
Scholars use several explanations for these achievement
gaps:
-Income and wealth levels of parents
-Education levels of parents
EXPLANATIONS FOR ACHIEVEMENT GAP
Scholars use several explanations for these achievement
gaps:
-Income and wealth levels of parents
-Education levels of parents
-“Culture”
EXPLANATIONS FOR ACHIEVEMENT GAP
Scholars use several explanations for these achievement
gaps:
-Income and wealth levels of parents
-Education levels of parents
-“Culture”
-School structures that use tracking
EXPLANATIONS FOR ACHIEVEMENT GAP
Scholars use several explanations for these achievement
gaps:
-Income and wealth levels of parents
-Education levels of parents
-“Culture”
-School structures that use tracking
-Social and cultural capital
EXPLANATIONS FOR ACHIEVEMENT GAP
Scholars use several explanations for these achievement
gaps:
-Income and wealth levels of parents
-Education levels of parents
-“Culture”
-School structures that use tracking
-Social and cultural capital
-Hidden curriculum
INCOME AND WEALTH LEVELS OF
PARENTS
Parents with more wealth and income are able
to provide more opportunities and help to their
children than parents who have to work multiple
jobs and use income to meet basic needs.
EDUCATION LEVELS OF PARENTS
Children with parents who have degrees from
higher education institutions are more likely to
go to college than children whose parents did
not graduate from high school.
“CULTURE”
With this explanation, the behavior and habits of the
children explain their investment in their education.
An older theory posits that black children thought of
education as “acting white” and took on an oppositional
stance that interfered with their learning.
Newer research shows that black children do gain a sense
of excitement and satisfaction from their learning.
TRACKING
Tracking means that students are predetermined to
benefit from certain learning paths such as vocational
or nonacademic versus a college preparatory track.
Racialized students are more often set into a less
academic track of curriculum as teacher and
administrator expectations are lower for them due to
racist assumptions about the students’ intelligence
and motivation.
SOCIAL AND CULTURAL CAPITAL
Students that come from more economically
beneficial and white-normed households may
hold more social and cultural capital.
SOCIAL AND CULTURAL CAPITAL
Social capital refers to having a network of
people to provide direct help and information,
and having access to institutional agents
(gatekeepers and officials).
SOCIAL AND CULTURAL CAPITAL
Cultural capital refers to knowing how things
work in interactions, institutions, and systems:
“students with access to dominant cultural
capital—the norms, values, and cultural
knowledge valued in the school—will have more
chances for success than students whose
families are not part of the dominant culture.”
(p. 157)
HIDDEN CURRICULUM
Cultural capital works in a way that disvalues
other ways of being that do not match the
dominant group.
HIDDEN CURRICULUM
The process of disvaluing is called “symbolic
violence” in which “the dominant group creates
a context in which the norms, values, and tastes
of other groups are labeled as inferior.” (p. 158)
HIDDEN CURRICULUM
An example is to disvalue other cultural ways of
being. To compensate, children often begin to
learn two sets of norms and interactional
strategies.
ENDING THOUGHT
“What does it say about us as a
nation that we do not give truly equal
opportunities to children from
disadvantaged backgrounds?” (p.
162)

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