The Digital Divide and Its Effects on Education Little Rock, Arkansas- the birthplace of the integration movement in education and the place where the public schools would be impacted forever. It is here that the effect of the famous ruling in the United States Supreme Court case, Brown v. the Board of Education, Topeka Kansas, became visual to the public eye. Today, Little Rock’s Central High School that once stood as a “champion of equal education,” has now retrogressed to the former days of segregation. This phenomenon, known as re-segregation, is a nationwide dilemma. School districts are now becoming racially imbalanced as white parents send their children to private or public schools in suburban areas (Drew, 2004). According to the 2000 U.S. Census data, 70 percent of Little Rock’s school district’s public school students are black, while only 40 percent of the total population in Little Rock area is black. Because of this trend, schools are becoming more and more unequal, due to a lower tax base brought about by the absence of affluent white families and the increase of poverty stricken minorities. This has had a direct adverse effect on education, especially in terms of technological access. The result of this shift of demographic causes a disparity between those of different race, and socioeconomic status. This disparity is known as the digital divide. With our schools growing more and more diverse, even to the point of re-segregation, we as a society must look at how racial and socioeconomic groups differ in their technological access, whether or not exposure to technology at home and in school enhances their aptitude, and what can be done to break down the digital divide. What is the Digital Divide? There is a ... ... middle of paper ... ...05, from www.ntia.doc.gov/ntiahome/net2/falling.html The National Telecommunications and Information Administration, under the urging of Former Vice President Al Gore, and in conjunction with the U.S. Bureau of the Census and U.S. Department of Commerce, published a report on the accessibility of telephones, Personal computers, and Internet to persons of different races, genders, and socioeconomic status. It contains statistical data and analysis. National Association for the Education of Young Children. (1999). Teaching young children to resist bias. Retrieved February 15, 2005, from http://www.pbs.org/kcts/preciouschildren/diversity/read_teaching.html Gives suggestions on how teachers can teach multiculturalism in the classroom. It also provides suggestions on how teachers can intercept and stop any notions of racial tendencies their students may have.
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In today’s society, many people commit crimes and illegal behavior is nothing new. Society knows that there are criminals and they have criminal intentions. The question today is not if people are going to commit crimes, it is finding the most effective method to help those criminals reenter society as productive citizens, and preventing new people from becoming criminals. Department of corrections around the nation have implemented a program that identifies the most effective method. The “what works” movement outlines four general principles that are implemented in the rehabilitation of criminals; and, these principles are risk principle, criminogenic need principle, treatment principle, and fidelity principle.
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
The purpose of Robert J. Samuelson’s article “Debunking the Digital Divide” is to explain that the popular political slogan “digital divide” is not as true as many people have been lead to believe. The digital divide is a theory that suggests that the advancement of technology will create an even larger gap between the “rich” and the “poor”. The ability/inability to afford a computer will increase income inequality between the technology “haves” and “have nots”. In his article, Samuelson states that, “this argument is either untrue or widely exaggerated”, and for many different reasons. However, wages statics and the widening of the wage gap give economist reasons to speculate. Samuelson makes two main points in his article and examines a study
For much of society prison is viewed as a facility that segregates and imprisons individuals who commit acts of crimes considered deviant from accepted social behaviors, to ensure the safety and security of the overall community. These individuals are thus handed down a mandated sentence, stripped of their individual freedoms, and are told to reflect on their actions as a means of punishment. However, this method fails to recognize the notion that a majority of these people will one day be allowed back into society, and as a result those who are released tend to fall back into old habits contributing to the rising recidivism rate that currently plagues our prisons. In recent years there has been a gradual push for the implementation of rehabilitation
The Schlieffen Plan is one of the first military plans people learn about when studying World War I. Despite, the plan being common knowledge to individuals who have studied Western military, there is much controversy over why the plan failed for the Germans. In recent decades the main question over Schlieffen’s war plan, whether the plan was meant to be used as a military strategy or not. Since, the reunification of Germany in 1989, document that were once lost are now resurfacing, and with more information, there are more arguments about the reason the Schlieffen Plan failed. The recent argument on why the Schlieffen Plan failed was because Schlieffen was not creating a military plan to follow for war and destroy the French military in one blow, instead he was sketching out the possible ways Germany could defend themselves
Many would say that offenders are hopeless and if one looks at the rate of recidivism, one would definitely think that our nation’s offenders are indeed hopeless. However, what if there was a way to reduce the rate of recidivism and at the same time rehabilitate offenders in order to make them functioning members of the community? Reentry programs that are implemented correctly cannot only reduce the rate of recidivism but at the same time help to rehabilitate an offender through education, treatment, and therapy. The Second Chance At is a law that went into effect April 29, 2008 (P.L. 110-199) and it allows government agencies to provide services to offenders that will help to reduce the rate of recidivism as well as improve the overall outcome for offenders that are released for detention facilities. These organizations receive monies through federal grants in order to successfully provide these services to adult offenders as well as juvenile offenders. This paper will examine how education combined with therapy and skills training can help change an offender’s life for the better.
.... Perkins believes people should protest against companies that exploit desperate people in sweatshops, demonstrating equality amongst people of different classes.
By 2050, the United States will consist of about 53% White, 25% Hispanic, 14% Black, 8% Asian/Pacific Islander, and 1% American Indian. Due to this diversity, it is no doubt that the school system will also change (D’Angelo and Dixey, 2001, p. 83). Thus, the more diverse these classrooms are becoming, the more liable prejudice is to occur. According to Aboud (1998), prejudice is defined as “…a unified, stable, and consistent tendency to respond in a negative way towards members of a particular ethnic group” that is regarded inferior (D’Angelo and Dixey, 2001, p. 83). Prejudice is a socially learned behavior, and as “children, [we] gain knowledge of race and prejudice at an early age from [our] associations with others” (D’Angelo and Dixey, 2001, p. 83-4). Hence, there are only a few solutions to possibly remove prejudice from within the classroom. One possible solution is to have students learn about past cases of prejudice and the effects it has had on our world (Kleg, 1993, p...
Essentially, community corrections ascribe to the sanctions that are usually imposed on both adults and juveniles convicted by the court of law to reduce frequencies of recidivism. Unlike other forms of sentencing, community corrections can be implemented in a community setting or any other residential setting, apart from the jails (Gendreau & Goggin, 1996). Within the past few decades, researchers have been struggling to advance community corrections through the use of effective intervention principles. In fact, these community corrections triggered the “what works” movement, a movement formalized in 1990. There are four general principles of effective intervention which the movement is currently based on: the risk principle, criminogenic need principle, treatment principle and fidelity principle (Anstiss, 2013).
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students to gain a high level of respect for those unlike them, preferably from a judgmental and prejudiced view. Diversity has a broad range of spectrums. Students from all across the continent; students from political refugees, indigenous Americans, and immigrants bring their cultural and linguistic skills to American classrooms. Students not only bring their cultural and linguistic skills, but they bring their ethnicity, talents, and skills.
The cultural diversity in society, which is reflected in schools, is forcing schools not to solely rely on content-centered curriculum, but to also incorporate student-centered lesson plans based on critique and inquiry. This requires multicultural education to a dominant part of the school system, not just an extra course or unit. Further, it demands that learning itself no longer be seen as obtaining knowledge but rather, education be seen as creating knowledge. Multicultural education should be seen as affirming the diversity of students and communities, promoting the multicultural ideas of the United States, and building the knowledge and behaviors needed for students to be a positive and contributing member of society and the global community as a whole.
Anti-bias values are based on the principles and methods of support on respect and embrace difference and take action against bias and unjust. Creating a secure, respectful and reciprocal relationship that value diversity among people. Anti-bias teaching requires critical thinking and problem solving by both children and adults. The overall objective is to create an environment of personal growth and positive group identity, through which every child will reach her or his full potential. Our goal is to empower children at all levels in this diverse and changing society. “In an anti-bias classroom, children learn to be proud of themselves and of their families, to respect human differences, to recognize bias, and to speak up for what is right” (p.
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...
Closing the digital divide involves many components, starting with the education program and teachers. While schools are integrating new technologies into their programs, teachers are supposed to keep up with the latest technologies and use them in their curriculum to teach students. According to a U.S. Department of Education Report (1999), only 24 percent of new teachers felt sufficiently prepared to integrate technology into the curriculum they were using (Brogan, 2000). The problem is, many teachers did not grow up with computers and are not receiving the training they need to operate them (Brogan, 2000). Starting work as early as 7 a.m. and leaving school as late as 5 p.m. to go home and do even more work, leaves teachers lacking the time to learn new technological skills. Many schools offer training programs for teachers. For example, the Palm Beach County, Florida school district teaches Web basics for teachers at middle schools and magnet schools (Brogan, 2000). This is a great idea because it is giving teachers the opportunity to learn about technology and it is showing that the school district is interested in helping its employees become better at what they do.