Please be very descriptive and detailed and provide facts and answer every single question this is my midterm so please get it correct thank you!!! I will be providng some information that will be helpful.
Describe how educational policies of the 20th century attempted to force racial/ethnic groups to assimilate into “American” culture. Do you think any of these policies are still being used in the U.S. today? Why or why not? Explain the educational achievement gap and discuss how social and cultural capital play a role in K-12 education. Explain the concept of “stereotyped threat” – do you believe that the power of “positive” or “negative” thinking really does affect students (regardless of whether they are in K-12 or college)? Why or why not? (Chapter 7)
1. Main Points
Education policies of the 20th century attempted to force ethnic groups to assimilate into Anglo-American culture, or to systematically exclude them from white society through segregation.
Whiteness often pervades the curriculum and college life. In recent years, the racial gap has shrunk at the secondary level and increased at the postsecondary level.
Affirmative action operates in higher education in an effort to reduce the racial disparities in America’s current education system.
2. “I Have a Right to Think!” Racial Battles over Education, 1900–1970
American Indians were being forced to conform to white society at the beginning of the 20th century, and African Americans were being forcefully excluded from it.
Brown v. Board of Education (1954) ruled that “separate but equal” was a violation of the Fourteenth Amendment. One year later (1955), the Supreme Court ruled that schools must be desegregated. However, because America’s neighborhoods are segregated, and because where you live determines where you go to school, schools remain separate and unequal even though legalized segregation no longer exists.
3. Whiteness in Education
Eurocentric historical accounts consider the stories and experiences of Americans of European descent to be central to American history, while marginalizing the stories of how non-Europeans contributed to the development of the United States.
Whiteness is normalized in American literature, anthropology, and intellectual movements. College campuses are also predominantly white. Nonwhite students often feel isolated and unwelcome on their campuses, sometimes receiving differential treatment and given lower marks by instructors.
4. Educational Inequality
Blacks, Hispanics, and Native Americans are much more likely to drop out of high school than whites and Asians, and although college graduation rates are up across the board, race-based educational disparities have widened.
Disparities are also prevalent within racial groups, not just between them.
Economic inequality and educational inequality are wound tightly together. Students with highly educated and wealthy parents are advantaged in the educational realm, and because of racialized economic inequality, black and Hispanic parents have fewer resources to invest in their children’s schooling.
Family dynamics create educational inequality by the amount of cultural capital and social capital they are able to provide. An abundance of cultural capital encourages academic success, as do higher amounts resources one accrues by virtue of being connected to a network of people (i.e. social capital).
Cultural dynamics also dictate educational privileges. The model minority myth allows racial attributes to take precedence over personhood, and stereotype threat puts students at risk of confirming a negative stereotype about one’s group.
School dynamics comprise powerful institutions that aid the continuation of educational inequality. Disproportionately, Asians and whites are assigned higher educational tracts, while blacks, Hispanics, and Native Americans are assigned to lower tracts.
5. Combating Educational Inequality: The Case of Affirmative Action
Affirmative action has been effective in helping to minimize gender- and race-based exclusion.
6. The Benefits of a Multicultural Learning Environment
White and nonwhite students alike thrive in multicultural learning environments. Such environments prepare students to be engaged citizens and productive workers in a multicultural world.
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