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How does ethnicity affect education essay answer
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The study conducted here use student interviews and a student survey to collect the data necessary to explore and find out the importance of the ethnic background in teaching. This is should be of great concerns for teacher the ethnicity of students and teacher has either have a positive or negative affect on the students learning process. The studies of “Analysis of Perceptions of Asian-American and Hispanic-American teachers and their students in teacher interpersonal communication style” authored by Perry J den Brok, Jack Levy, Rely Rodriguez, and Theo Wubbles (2002) and “Analysis of Notes from the Back of the Room: Problems and Paradoxes in the Schooling of Young Black Students” by Karolyn Tyson (2003) clearly identified that ethnicity …show more content…
There are a few percentages of Caucasian and African American. Under the Hispanic ethnicity the students background identifies as follows: Mexican-American, Mexican, and Puerto Rican. Students through the survey stated that Filipino teachers spoken English pronunciation is below the proficient level causing confusion among the students. All Filipino teachers taught math courses Algebra, Geometry, Pre-Calculus, and Calculus. Students mentioned that teachers have the knowledge of the there math subject matter: however their limited language skills prevent them to teach the math concepts clearly.
A Hispanic teacher preferably among students was higher than Caucasian and Filipino teachers. After, studying the data collected from the survey results it was evident that students from the group being studied express that having a Hispanic teacher is important to them. The reason for that is that they feel more open to talk to their teacher since it shares their same ethnicity and culture. Across the board the pattern that is was discover is that
The following table 1 shows the statistics collected from the date method of the student survey. The letter s is students. The numbers are just showing the level of preference of the students. This data collection tool was effective to determine the students comfort level with each of the different ethnic groups teacher found at the high school: Caucasian, Hispanic, and Filipino teachers.
Table 1 Survey
These lessons are important in the classroom for several reasons. First off, we as teachers need to find ways to make sure that students from all ethnic backgrounds are included in classroom discussions and that they have the ability to apply themselves to the material taught in the classroom. However, teachers also need to realize that these practices need to be implemented so that stereotypes among the different cultures do not
Reading Chapter four of Ethnic Studies Issues and Approaches, by Philip Q. Yang, one receives a profound understanding of ethnic stratification. First of all, Yang describes ethnic stratification as a “institutionalized ethnic inequality” (61). This definition means the system of ethnic/social rules allowing certain ethnic groups to have access to more wealth and resources, which is unfair to the minority groups. There is a division between majority and minority groups, this is based on who is given more power, wealth and resources not because of a larger number of an ethnicity group. According to Yang, White people are the majority in the United States, but they are called majority for their share of wealth/power unlike the minority group.
Introduction Teachers have become gateway keepers to providing education to students. Over the span of several years, teachers have been criticized for being unprepared, unable to adapt to different learning styles, and are increasing the number of students who aren’t learning. With this achievement gap increasing, it brings up the idea of what the education system is doing wrong and what improvements it needs to make. The education system needs to be redesigned to strengthen its curriculum, it’s connection to both practice and theory, and the idea of a powerful educator. The first aspect of this memo contains an interview with Diana Regalado De Santiago, a math teacher in the Socorro Independent School District for the past six years.
Data proves that America does not have enough African American males teaching in today’s schools. As a matter of fact, only 2% of America’s nearly five million teachers are black men (Bryan 1). In our American society, more and more African American females are fiercely taking over both public and private classrooms. Although this might be a great accomplishment, school officials believes that if more black males teach, it would reduce the numbers of minority achievement gaps and dropout rates. According to the Bureau of Labor Statistics, about 44% of students nationwide are minorities, but nearly 90% of teachers are white. Polls and surveys further read that if there were more African American male teachers, the dropout rate would decrease while the graduation rate increases. In urban societies most African American teens would be more likely to succeed if there were more black males instructing secondary classrooms.
The purpose of this study is to figure out which ways experienced teachers work best with culturally and linguistically diverse students. This study illustrates which strategies experienced teachers have found to work best. The diversity in school in the United States has increased each year. This means that there are an increasing amount of students who are learning English, English language learners (ELLs). This article comes from the perspective that each child should be taught to their specific needs. All students deserve a fair chance to learn. Fair means that every student is treated differently, not equally. Every student learns differently. In order to give every student a fair chance at learning, you must teach them according to their needs. An experienced teacher, Tiffany, describes her experiences working with culturally and linguistically diverse students. This study watches her methods and discusses what works based on data analysis of the success of her students.
When the majority of teachers in America are White, middle class women who only speak English in a country were students are starting to come from a multitude of backgrounds it is no wonder problems are arising. As more people from different cultures and religions immigrate to the United States the average classroom is losing the cultural uniformity it had in the past. Though the faces in classrooms are steadily changing many teachers have not been able to adjust as quickly to the ever growing diversity taking place. One would expect for teachers to still be able to teach students effectively whether they share a similar background or not, but in actuality cultural conflicts between teachers and students are only getting worse. Especially when
According to Omi and Winant, the term race can be defined as “a concept which signifies and symbolizes social conflicts and interests by referring to different types of human bodies.” From their framework of racial formation and concept of racial projects, Omi and Winant asserts that race is a matter of social structure and cultural representation that has been intertwined to shape the nature of racism. Racism has been seen since the events of early English colonization of the indigenous people and the racialization of African Americans through slavery, all in which the United States is molded upon as a nation. Thus, this social structure of domination has caused European colonials and American revolutionists to create racialized representations, policies, and structures in order to oppress indigenous and black populations in their respective eras.
Race has no biological meaning. There is only one human race; there are no subspecies, no single defining characteristic, traits, or even gene, separates one “race” from another. Instead of being a biological concept, race is a social construct, and a relatively modern one at that. It was created to give light-skinned Europeans an advantage by making the white race superior and all others inferior. Throughout its history, the concept of race has served this purpose well.
The sample consisted of three elementary school teachers, fifteen parents and thirty students from two third grade classrooms. The ages of the students ranges from 8 thru 10. All 3 teachers held master’s degree in education and have teaching experiences on an elementary level of over ten years. Sampling Methods Both elementary
There has been a major change in the past thirty years regarding the amount of immigrants coming to the United States. The impact the immigrants have had on education and diversity is unbelievable. There are many factors which contribute to the element of diversity in education, such as each student 's culture, the different languages each student speaks, promoting gender equality amongst students, and working with students who have exceptionalities. As today 's educators, teachers must understand diversity from an omniscient perspective and the influence it has on students, making the process of getting an education as equal and pleasant as possible for all students.
Many times, teachers will make the mistake of pre-judging families from different cultures and misunderstand their communication styles and value systems. In order to prevent such misunderstandings, teachers should not be afraid to step outside of their own culture bubble in an effort to comprehend differences between their own culture and these parents. When interacting with parents, teachers should also embrace the commonalities between the cultures. Everyone deals with work, school, relationships, communication, and life in general. I am a Black man, going to school, raising a family and working, just like one of my friends, who is a Native-American. Often times, the things we see as divisions can actually bring us
It is very important for teacher educators to develop self-awareness of cultural biases and discriminatory practices as well as to exam the effects of their beliefs, their attitudes, and expectations for teacher
I was naïve in much of my early career in thinking that fit only encapsulated a mutual level of passion for working with college students between myself and my colleagues. I thought we were all cut from the same cloth. I had a strong desire to support all students in learning about and supporting diverse gender identities and sexualities because of the hardships I faced as an undergraduate student at a small, historically Black college in Mississippi. I overcame the discrimination, microaggressions, and bullying to be able to stand in my truth without bitterness towards those in my past, and I brought myself to each of my roles. I never knew that the same battles I had been fighting for students would face me again in my career.
The concepts included in providing a more diverse, multicultural education are requiring teachers to review their own issues and prejudices while expanding their knowledge of the many cultures that make up the classroom. These efforts help the educator recognize the various individual and cultural differences of each student, as well as gain an understanding on how these differences impact the learning process. The purpose of this paper is to reflect upon individual and cultural difference research and why diverse students struggle to succeed in school. Furthermore, I will share some instructional approaches I could implement in the classroom to accommodate diverse students. Finally, I will discuss the responsibility of educators in addressing the issue of how our o...
Goal: Come up with a new educational strategy that encourages interaction between teacher and student. Objective two: Developing a method that allows schools to make more of an effort toward student of color so they can have a chance to be successful academically. African American and Hispanic students should not be asking if whether or not they are good enough for the school, instead they should be asking if the school is good enough for them? In addition, blacks and Latinos have been getting further behind whites and Asian Americans when it comes to earning bachelor’s degrees (Chiles, 2017, para. 2).