Race And Racism

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Race and Racism

The colored line has continuously been dividing the nation and the biggest problem of the twenty-first century. The US the minorities have unceasingly been facing lack of opportunities in access to quality education. The most visible evidence, in recent years, is the persistent attack on minority quality education. Therefore, affirmative efforts are required to protect the quality of education for minority students. In this regard, there is an assumption is that attainment of quality education for minorities is a function of their unequal access to major educational resources along with quality curriculum and skilled teachers. Based on their social and racial status, minorities have been receiving different learning opportunities.

Minority students are much less likely to attain quality education as their school is smaller with unconducive environment and facilities for learning. The black students are less in number than the white students in the country ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"mtk5sNoB","properties":{"formattedCitation":"(BARNUM)","plainCitation":"(BARNUM)","noteIndex":0},"citationItems":[{"id":45,"uris":["http://zotero.org/users/local/sj6ANS8g/items/FKXLZN3F"],"uri":["http://zotero.org/users/local/sj6ANS8g/items/FKXLZN3F"],"itemData":{"id":45,"type":"post-weblog","title":"Race, not just poverty, shapes who graduates in America — and other education lessons from a big new study","container-title":"Chalkbeat","abstract":"Black students are much less likely to graduate from high school and attend college than white students with the same family income.","URL":"https://chalkbeat.org/posts/us/2018/03/23/race-not-just-poverty-shapes-who-graduates-in-america-and-other-education-lessons-from-a-big-new-study/","language":"en-US","author":[{"family":"BARNUM","given":"MATT"}],"issued":{"date-parts":[["2018",3,23]]},"accessed":{"date-parts":[["2019",4,27]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (BARNUM). While the most critical challenge is the lack of empirical evidence on quality educational attainment. In poverty lines, the number of white American is greater than that of blacks or any other members of any other group or race ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"c38FozSa","properties":{"formattedCitation":"(Elliott)","plainCitation":"(Elliott)","noteIndex":0},"citationItems":[{"id":47,"uris":["http://zotero.org/users/local/sj6ANS8g/items/EJFEKQQY"],"uri":["http://zotero.org/users/local/sj6ANS8g/items/EJFEKQQY"],"itemData":{"id":47,"type":"webpage","title":"Two American experiences: The racial divide of poverty","container-title":"Urban Institute","abstract":"A black child who grew up in poverty in the late 1960s was twice as likely as a white child who grew up in poverty to also be poor as an adult.","URL":"https://www.urban.org/urban-wire/two-american-experiences-racial-divide-poverty","title-short":"Two American experiences","language":"en","author":[{"family":"Elliott","given":"Diana"}],"issued":{"date-parts":[["2016",7,21]]},"accessed":{"date-parts":[["2019",4,27]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Elliott). The results estimate that the white Americans were 19.6 million compared to the black Americans were 10.2 million ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"Dqcfq8SO","properties":{"formattedCitation":"(Elliott)","plainCitation":"(Elliott)","noteIndex":0},"citationItems":[{"id":47,"uris":["http://zotero.org/users/local/sj6ANS8g/items/EJFEKQQY"],"uri":["http://zotero.org/users/local/sj6ANS8g/items/EJFEKQQY"],"itemData":{"id":47,"type":"webpage","title":"Two American experiences: The racial divide of poverty","container-title":"Urban Institute","abstract":"A black child who grew up in poverty in the late 1960s was twice as likely as a white child who grew up in poverty to also be poor as an adult.","URL":"https://www.urban.org/urban-wire/two-american-experiences-racial-divide-poverty","title-short":"Two American experiences","language":"en","author":[{"family":"Elliott","given":"Diana"}],"issued":{"date-parts":[["2016",7,21]]},"accessed":{"date-parts":[["2019",4,27]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Elliott). After the brown's decision, African American have a considerable increase in educational attainment ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"pKkofcQD","properties":{"formattedCitation":"(Diamond)","plainCitation":"(Diamond)","noteIndex":0},"citationItems":[{"id":44,"uris":["http://zotero.org/users/local/sj6ANS8g/items/8YCJH9LK"],"uri":["http://zotero.org/users/local/sj6ANS8g/items/8YCJH9LK"],"itemData":{"id":44,"type":"article-journal","title":"Still Separate and Unequal: Examining Race, Opportunity, and School Achievement in \"Integrated\" Suburbs","container-title":"The Journal of Negro Education","page":"495-505","volume":"75","issue":"3","source":"JSTOR","abstract":"Recent research examines the Black/White achievement gap in integrated, affluent suburban schools. This gap is particularly vexing more than 50 years after the Brown v. Board of Education (1954) decision emphasized creating educational equity through school desegregation. Drawing on a case study of one suburban school district, this article details the structural, institutional, and symbolic inequalities that characterize such settings and contribute to educational inequality. The case reveals that, even in ostensibly integrated suburbs, Black and White students navigate a racialized educational terrain that provides cumulative advantages for Whites and disadvantages for Blacks. Implications for the future of race and educational achievement are discussed.","ISSN":"0022-2984","title-short":"Still Separate and Unequal","author":[{"family":"Diamond","given":"John B."}],"issued":{"date-parts":[["2006"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Diamond).

To create a more equitable educational system following needs to be done. First, the state education departments need to recognize the address the overcrowding in the minority schools. Moreover, there need to be more funding to the schools on a priority basis apart from raising the standards of teachers and school environment. Lastly, the schools need to put curriculum-building and classroom-running decision in the hands of the local community.

Works Cited

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY BARNUM, MATT. “Race, Not Just Poverty, Shapes Who Graduates in America — and Other Education Lessons from a Big New Study.” Chalkbeat, 23 Mar. 2018, https://chalkbeat.org/posts/us/2018/03/23/race-not-just-poverty-shapes-who-graduates-in-america-and-other-education-lessons-from-a-big-new-study/.

Diamond, John B. “Still Separate and Unequal: Examining Race, Opportunity, and School Achievement in ‘Integrated’ Suburbs.” The Journal of Negro Education, vol. 75, no. 3, 2006, pp. 495–505.

Elliott, Diana. “Two American Experiences: The Racial Divide of Poverty.” Urban Institute, 21 July 2016, https://www.urban.org/urban-wire/two-american-experiences-racial-divide-poverty.