Educational inequality, mishaps and Revolution
The question of educational disparities between white students and students of other races and genders is still a hot topic in today's society. The fact that white students significantly outperform black students in academic achievement can be attributed to three factors: structurally, politically, and institutionally. While some researchers argue that community factors such as prejudice cause black students to disengage and lose interest in their studies, Diamond's research shows that African American students are just as dedicated to their studies as their male counterparts (Tyack, David B). In reality, performance is heavily influenced by the racial divide that exists within educational institutions, outside schools, and ideological viewpoints. Structurally, through residential exclusions and segregations, whites outperform their counterparts of color as they are segregated from grade five onwards. This means that blacks are more likely to be taught by less competitive teachers and resources leading to poor performance (Diamond 5). Wealth disparity between whites and blacks living in suburbs vary too. For example, while the income for both white and black families living in the suburbs is alike, whites have more wealth and assets than black families. Diamond notes that these assets grants white children better opportunities in schools attended or placement. Ideologically, white students and teachers believe and stereotype that blacks are academically and socially inferior to whites. On the contrary, Corwin in his book highlights how the ghetto community laden with drug use, crimes and sexual abuse did not deter black students from achieving in their achievements (Corwin). In fact, even with their volatile and angry white teacher, they still rose. The question of racial inequality on academic performance therefore remains straddling between class, culture and above all, color.
Segregation of girls from boys in schools helps girls partake in physics( a male dominated subject) while single sex schools of boys see that boys perform in English and art related subjects. The research then shows that segregation of boys from girls is important in achievement in subjects previously thought otherwise (Weil).
While America sees a rise in its education quality, racial inequality remains to be the gnawing unseen giant leading to disparity in results.
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Works Cited
Diamond, John B. "Still separate and unequal: Examining race, opportunity, and school achievement in" integrated" suburbs." The Journal of Negro Education (2006): 495-505.
Corwin, Miles. And Still We Rise:: The Trials and Triumphs of Twelve Gifted Inner-City Students. Harper Collins, 2001.
Weil, Elizabeth. "Teaching boys and girls separately." New York Times (2008): 38.
Tyack, David B. The one best system: A history of American urban education. Vol. 95. Harvard University Press, 1974.
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