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Race and ethnicity diversity in the classroom
The Successes and Failures of Educational Diversity
Race and ethnicity diversity in the classroom
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‘Be Strong - Be Outspoken Like Ruby’
Ruby Bridges is recognized all around the country for her courage as the first African- American student to attend an integrated school, however there is so much more to Ruby’s past and determined personality.
As a lecturer, Ruby brings her message to children and adults nationwide. She established the Ruby Bridges Foundation to promote the values of tolerance, respect and appreciation of all differences through educational programs. A major focus of the foundation has been a program called Ruby’s Bridges, which connects students, parents, and educators from different racial, ethnic and socioeconomic backgrounds. The goal of the program is to build lasting relationships, which will allow individuals to transcend their differences and achieve racial reconciliation. One of the strategies of Ruby’s Bridges is to involve students in service learning projects that foster a sense of community responsibility. From planting trees and caring for the environment at state parks to working with others in need, the program has provided students with the skills to collaborate on meaningful causes. The ultimate goal of the foundation is to move first our children and then our society as a whole toward the elimination of racism and prejudice. Ruby promotes equality. Her goal is that on a local and national level there is racial equity.
As a result of her courage and determination to desegregate schools bringing about equality for all, the Ruby Bridges Foundation was expanded. It started first with a few classes afterschool. Multicultural programs, ballet and African classes, were soon followed by classes on manners and etiquette. Her hope was to bring quality programs to inner-city schools so the...
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...now she could really find her purpose.
Ruby Bridges patience, obedience and faithfulness gave her hope for a better future for her brother’s children.
“I tell them that another important thing I learned in first grade was schools could be a place to bring people together - kids of all races and backgrounds. That’s the work I focus on now, connecting our children through their schools. Its my way of continuing what God set in motion forty years ago when He led me up the steps of William Frantz Public School and into a new world with my teacher, Mrs. Henry-- a world that under His protection has reached far beyond just the two of us in that classroom.” (Bridges) With the right guidance plus the right attitude anyone can go somewhere in life. It doesn’t matter where anyone is headed as long as the necessary steps are taken, which results in guaranteed success.
We live in a world that is always changing and as such creates inequality and suffering. Many people feel the need to change this and hope for a better world. Even though people have different religions and beliefs, we all have some hope,which motivates us to wake up everyday and make a difference in this world. Hope is what brings us together to fight for a common cause. As Duncan-Andrade explains throughout his article, “Note to Educators: Hope Required When Growing Roses in Concrete,” it is not enough to hope for a better future, especially for young people of color because hoping will not bring the needed change we expect. “Growing Roses in Concrete”(Duncan-Andrade 5) is not an easy task because of the many circumstances and policies that create inequality in these schools and in the society as a whole. In urban schools in the United States, there is more disparately and inequality among young people of color and while educators have tried to solve such issues through different means, the problem still prevails and this has just created “false hope”. Duncan-Andrade states that th...
4) In Rose Place the segregation needs to stop polluting the community, it goes beyond a racial hate but also an economic disparity. Integration at Jackson Smith elementary school is important not only for the minority students, but also for the students who have always attended that school. They can learn from each other and begin to understand how the world around them functions, they will have to work with others from all different types of life. By excluding a select group of students, the community is stunting their ability to achieve a greater life then what they are currently living in. “Isolation by poverty, language, and ethnicity threatens the future opportunities and mobility of students and communities excluded from competitive schools, and increasingly threatens the future of a society where young people are not learning how to live and work effectively across the deep lines of race and class in our region.” (Orfield, Siegel-Hawley, & Kucsera, 2011, p. 4). Through teachings, meetings and ongoing work this community could learn to open their doors to allow others in giving them the opportunity to become more effective members of society and hopeful helping squash out the remaining remnants of racial
Murray, O. (2011, January). A Call for K-12 Schools to Invest in Social Justice Education. The Education Digest, 76(5), 60-64.
The author of the book talks about starting a nonprofit organization called Girls Education and Mentoring Services (GEMS) because she was a victim of child trafficking but she was able to break free from her past and start up her organization so that she could be advocate for girls going through what she did. This book is Rachel’s memoir and recounts events in her life that led to her becoming the person she is today.
Ruby Bridges is one of the very many people who has changed history. Bridges has helped desegregate schools all around the world. She still stands today, sharing her thoughts and ideas to stop racism and segregation. Ruby’s life has had many ups, and downs, but she still seems to look on the bright side in almost every situation. Whites threatened and harshly criticized brave, confident, heroic American activist, Ruby Bridges for being one of the first African-American children to enter the William Frantz Elementary School, a school for white students, which helped end segregation in schools. Without Ruby Bridges, our schools may still be segregated to this day.
Courageous Conversations About Race: Chapter 5. Authors Glenn E. Singleton and Curtis Linton in Chapter Five of Courageous Conversations About Race broach the topic of race, by asking the reader to evaluate his or her own consciousness of race. According to the authors, in order to address the achievement gaps between African American students and White students, educators should shift their energy towards focusing on the factors that they have direct control of inside the classroom rather than on the factors that influence this achievement disparity between races outside the classroom. The first step towards addressing the racial achievement gap begins with educators addressing their individual racial attitudes for, as the authors purport, “As we become personally aware of our own racialized existence, we can more deeply understand the racial experiences of others” (Singleton, Linton, 2006). In all honesty, I think Singleton and Linton hit the bull’s eye by suggesting that the first step towards initiating culturally relevant teaching is for the teacher to really examine his or her attitudes, values, and principles.
As a result, my thinking and perception was shaped and influenced by many of the negative stereotypes of African Americans that has been perpetuated in our society at large (this is where education can be a great liberator of falsehoods and misconceptions). I have come to appreciate Professor Marie’s Intercultural Communication course, for the class has broaden my critical thinking skills and stretched my thinking and understanding. Finally, how do I think this information will be of use to me? True understanding and teamwork will not begin to occur until individuals begin to speak up about address and embrace the controversial topics of race and culture. Setting aside the problem of racism and covering it up by saying that everyone is the same, does not eliminate the issue. Trying to patch up issues around the world dealing with culture and racism only provides a quick, short lasting solution, for when the temporary patch falls away, the problems will have grown twice as big. All it does is temporarily set aside what we know is still there.
Ruby taught schools around the world to let schools let blacks and whites go to the same schools . Ruby started at Willam Frantz school . But what she did spread to other schools . Ruby was so helpful to schools she inspired an artist to paint a picture of her .Ruby inspired many people . Ruby now goes back to that school and reads and teaches at her old school reading stories and especially the story she wrote
Over the semester I have done a great deal of listening, reading, reflecting, and a good bit of talking as well. I realized early on in this course that in order to look toward the future, I had to dig through the past. I began by examining myself and the looking into the history of the independent school movement. I examined my own feelings about race and privilege, the founding of Rocky Mount Academy (RMA), and spoke with Tony Shanks, RMA’s first Black student. I came to the conclusion that in order to shape the future of RMA, I must accept who I am, examine the history of the school, and proactively transform who we were into who we can become. I believe we should continue to strive to be the finest school in Rocky Mount by providing the best education to students regardless of race, religion, class, or economic status. Although I still have more to learn and more to do as an educator, I feel I have begun an important journey to help me be a part of a transformation at my school.
The hardships that she and her classmates went through changed the outlook of all races. Not only did the Nine students inspire future students at Little Rock but those in surrounding districts, those in surrounding states, those across the South, and those across the country.
Through the courses that I have taken thus far, I have learned about and experienced many rewards of teaching for social justice. However, I have also learned about the challenges of teaching for social justice, such as mismatches, racial stigmas, and avoiding oppressive teaching, to name a few. From course readings, the dispositions, and real-life situations, I have been able to grasp the understanding of being a teacher for social justice.
In 1995, the Carnegie Corporation commissioned a number of papers to summarize research that could be used to improve race relations in schools and youth organizations. One way to fight against racism is to “start teaching the importance of and strategies for positive intergroup relations when children are young”(Teaching Tolerance,). Bias is learned at an early age, often at home, so schools should offer lessons of tolerance and
In order to reduce the “white privilege” concept, parents, teachers, coaches, etc. Need to talk with their children/students about racism. According to Copenhaver-Johnson (2006) the reason we do not talk to our children about racism is for several different reasons. One reason that...
Not only do we need to understand the ‘issue’ or ‘societal problem’ that many people face and are impacted by every day, but we need to meet and work alongside those whose daily realities are shaped by injustices, while not creating any divides or barriers in the process. Everyday people are affected by the issues that organizations fight for or against, and once we realize how people-centered things like advocacy, outreach and service are, I believe young people will realize their call to action and their potent...
Now that we have explored my past, present, and future experiences with diversity, it is time to see how they are present within and effect each other. Firstly, let’s look into how my future is present in my past. The most obvious portion of my future that is in my past is my willingness and efforts to love and include everyone and to spread this world view. It took a fellow classmate of mine to demonstrate to my third grade self that we are all human beings and we all deserve to be treated as such. In my future, I aspire to demonstrate this world view to my students and inspire them to treat each other accordingly. This aspiration directly reflects my world view struggles I went through in third grade, for I want to help my students come to