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Development of african american studies
Social inequality between blacks and whites regarding education
Racial discrimination during civil rights
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Introduction African American Education During and After Segregation Education has always been valued in the African American community. During slavery freed slaves and those held captive, organized to educate themselves. After emancipation the value of education became even more important to ex-slaves, as it was their emblem of freedom and a means to full participation in American Society (Newby & Tyack, 1971). During this time many schools for African Americans were both founded and maintained by African Americans. African Americans continued to provide education throughout their own communities well into the 1930’s (Green, McIntosh, Cook-Morales, & Robinson-Zanartu, 2005). The atmosphere of these schools resembled a family. The teachers along with principals extended the role of parenting and shaped student learning and discipline (Siddle-Walker, cited in Morris, 1999). African American Schools were embedded within the community and were viewed as good. Brown’s Effect on African American Education In 1954 through Brown V. Board of Education, the Supreme Court decided that forced segregation denied African Americans equal protection under the law as stated in the Fourteenth Amendment. Brown mandated equal access and opportunity. This decision created a wave of effects throughout the African American community. Unequal outcomes were fueled by low expectation and cultural incompatibilities along with the drainage of resources such as the removal of the best teachers through reassignment to desegregated schools or through firing (Green et al., 2005). Black students were also bused to predominately White schools disproportionately, causing many African American schools to close (Morris, 1999). Morris further state... ... middle of paper ... ... problem of disproportionate minority representation in special education. The Journal of Special Education, 32(48), 48-51. Serwatka, T.S., Deering, S. & Grant P. (1995). Disproportionate representation of African Americans in emotionally handicapped classes. Journal of Black Studies, 25, 492-506. Skiba, R., Simmons, A., Ritter, S., Gibb, A. Rausch, M.K., Cuadrado, J., & Chung, C.G. (2008). Achieving equity in schools: History, status and current challenges. Exceptional Children, 74(3), 264-288. Skiba, R., Simmons, A., Ritter, S., Kohler, K., Henderson, M., Wu, T. (2006). The context of minority disproportionality: Practitioner perspectives on special education referral. Teacher College Record, 108(7), 1424-1459. Williams, E. (2007). Unnecessary and unjustified: African American parental perceptions of special education. The Education Forum, 74, 251-259.
The Ocean Hill Brownsville school controversy was a case study of race relations during the 1960’s. This predominantly black area wished to have jurisdiction over their schools’ operations and curricula. In 1967, the superintendent of schools granted Ocean Hill Brownsville “community control” of their district. The Board of Education’s action was part of a new decentralization policy that wanted to disperse New York City’s political powers locally. Once in place, the Unit Administrator, Rhody McCoy, fired several teachers inciting one of the most profound racial standoffs in the city’s history. The evolution of the national civil rights movement parallels the changing attitudes of blacks involved in Ocean Hill Brownsville. In addition, evidence of differing theories concerning assimilation to the American ethnicity is portrayed through the actions of the participants.
The theme of the research is to discover why there is such a vast educational gap between minority and Caucasian students. Many American are unaware that such an educational gap actually exists among today’s students. This article informs us of alarming statics, such as of African American students representing a majority of the special education population, despite only making up roughly 40% of the student population. It also breaks down key events that contributed to the poor education that minority children are currently receiving. For example, in the past, it was illegal to educate African Americans and when it became legal to blacks were treated as second class students. They were segregated from their white counter parts and given hand-me-down textbooks. This article also discusses others factors that contributed to the poor education of minority students such as moral principles, socio-political, and economic stat. Despite the amount of time that has past, today’s schools are similar to the past. Minority children are still in second-rate learning environments while white students enjoy the comforts of first class school buildings and textbooks. In summary, the theme of this article was to bring attention to the educational gap among African-American, Latino, Asian, and other non-white students.
A longstanding national issue that continues to concern the public is the disproportionate representation of children from diverse racial and ethnic backgrounds in special education. The fact is that the proportion of minority students in the population of school-age children has risen dramatically to over 35%, which is increasing the diversity of students in many public schools throughout the nation. This makes the phenomenon of disproportionality especially troubling. With a growing population of minority children comprising a greater percentage of public school students, we must be responsive to the growing needs of an increasingly diverse society. The overrepresentation of minority students in special education has been posed as an issue for more than 3 decades, but it is worth asking whether the efforts of legislative actions, educational reforms and legal challenges have really made improvements to this issue. More importantly, disproportionality should be examined as a correlation to underlying conditions that can pose a great effect upon not only the quality of a child’s education, but also ______.
There are a number of possible causes behind the amount of culturally and linguistically diverse (CLD) students in the special education system. One of the main causes is the potential for racial bias to affect the diagnostic and referral process. Arnold and Lassmann, (2003) suggest that by looking closely at the diagnostic process, it is possible to find sources of unconscious bias against specific races or ethnic groups. F...
Morgan, P. L., Farkas, G., Hillemeier, M., & Maczuga, S. (2012, December). Are minority children disproportionately represented in early intervention and early childhood special education? Educational Researcher, 41(9), 339-351.
...concerns, and many others, delineated in the CEC Special Education Professional Practice Standards and the Georgia Code of Ethics for Educators, are echoed in the Professional Dispositions and Behaviors Rubric of the State University of West Georgia for Advanced Programs in Special education. These three instruments provide a framework to which candidates in preparation programs, teachers, and administrators can return for problem resolution, and professional growth and development. Not only does this framework house the concerns of collaboration, professionalism and the belief that all can learn, it also safeguards the integrity of the field of education, and ensures students will be able to receive an education in an environment that makes every effort to “respect the culture, dignity, and basic human rights of individuals with exceptionalities” (CEC-SEPPS 1.7).
In order to provide the best education for all students, teachers must be careful to refer only those who are truly disabled and not simply different. Works Cited Davis, Bonnie M. How to Teach Students Who Don't Look like You: Culturally Responsive Teaching Strategies. 2nd ed. Thousand Oaks, CA: Corwin, 2012.
Ormsbee, C. (2001). "Ending Discrimination in Special Education/Achieving Educational Equity (Book Review)." Intervention in School & Clinic; Sep2001, Vol. 37 Issue 1, p48.
It is not surprising that racism plays a significant role in the decision of African American parents to homeschool their own children. Especially, when traditional schools institution displays their racism through their own White teachers’ negative attitudes and behaviors toward Black children, then disproportionate placement of Black children into special education classes, and disproportionate number of African American children targeted for punishment in schools.
In modern times, special education refers to individualized instruction provided by school districts that fit the needs of a student’s exceptionality (Turnbull, Turnbull, Wehmeyer & Shogren, 2013). Special education is a rewarding field that encompasses the success of all learners with exceptionalities. Consequently, professionals in this discipline have to exhibit characteristics such as patience, ardor, and empathy. These individuals also have to be “self-aware culturally,” and by meeting that idea, they have to “become aware of [their] stereotypes, biases, and prejudices” (Turnbull et al., 2013, p. 74).
Researchers have done studies in order to find why there is a great difference between the identification of high incidence disabilities of males and females, finding three possible explanations. The first explanation is biological differences between males and females. The second reason is gender bias on referral and admission to special education services. The third explanation is difference in the exhibition of behavior problems between the two sexes. By further studying these possibilities, we can begin to find different approaches to identifying and referring students for special education services, specifically fo...
The American society, more so, the victims and the government have assumed that racism in education is an obvious issue and no lasting solution that can curb the habit. On the contrary, this is a matter of concern in the modern era that attracts the concern of the government and the victims of African-Americans. Considering that all humans deserve the right to equal education. Again, the point here that there is racial discrimination in education in Baltimore, and it should interest those affected such as the African Americans as well as the interested bodies responsible for the delivery of equitable education, as well as the government. Beyond this limited audience, on the other hand, the argument should address any individual in the society concerned about racism in education in Baltimore and the American Society in
The issue of minority representation in special education came into the forefront for educators, parents and politicians during the mid 1990’s. In 1992, Black students accounted for 16 percent of the total U.S. student population, but represented 32 percent of students in programs for mild mental retardation, 29 percent in programs for moderate mental retardation, and 24 percent in programs for serious emotional disturbance (Robertson, Kushner, Starks, & Dreschler, 1994). This overrepresentation of Black and other minority students in special education is an ongoing national problem. This problem will be addressed according to the following criteria regarding minority representation in special education.
This description shows that segregation has enlarged dangerously from corner to corner in the country for students, who are existence more powerfully segregated. In spitefulness of waning housing segregation for black families and significant association to the suburbs in most parts of the state, school integration remains very elevated for black students. It is also binary segregation by mutually race and poor quality. All over the country, the classic black student is now in a discipline where almost two out of all the classmates are low-income, almost double the level in schools of the characteristic white or Asian student. School desegregation for black students is rising most noticeably in the South, somewhere, after a period of forceful confrontation; sturdy action was taken to put together black and white students.
I posed this question prior to my research; do special education students receive the same attention and level of education as students in regular education? Through investigation and observation, I explored the differences between regular education classrooms and special education classrooms to see if there were in fact inequalities between the two. Prior to doing research, I assumed that all education was alike, and that regardless of special needs, the educational institution provided an equal opportunity for all students to learn. This paper will show the level of equity and reflect on the social justice of special education in the current school platform. It will outline the research that I have conducted and demonstrate the negative assumptions about special education teachers and their students, and show examples of the lack of funding and resources for special education departments.