Discrimination in Education
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In a recent test, (Harper's, 1996) the principal at P.S. 116 tells a white tester that the regular school program is not the right one for him. He should apply for the gifted program, even though it has already been filled. The principal goes on to provide an application, testing information and a list of private bussing services that exist outside the school's district. A black tester calls to inquire about the same gifted program and is told that applying does not guarantee admission. This may sound shocking, yet it is the results of the report that was conducted on the New York public schools by the Association of Community Organizations for Reform Now (ACORN). The experimenters called several public schools in New York, posing as parents. The only knowledge that the principals or assistant principals had to go on was the race of the parent, yet the conclusions were all in common with the above example. In fact the study showed that only half the amount of black testers were able to reach the educator as were the white testers. This report clearly shows that there is still a belief that there are students who have less cognitive ability based simply on their cultural, social or ethnic backgrounds. This is a problem in education that needs to be addressed and solved.Although many educators have addressed the problem raised by the presence of many cultures and ethnicities in the classrooms, there seems to be a great difference on how to solve the problem. There a
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the same methods. In Lenaya Raack's (1996) study of education in city schools, she suggests that the solution is a return to basics. She agrees with Barta and Winn (1996) when they say that the problem is not the differences between people, it is the response that people have to these differences that is important. No matter what is going on outside of the school, it is the environment of the school itself that will determine the potential of a child to learn. In order to create this atmosphere of learning, there are several steps that must be taken.
The first step (Raack, 1996) toward setting up a suitable environment for teaching is to establish a strong structure in the school. This starts with the core belief of the faculty that every child that comes through the doors of their school is capable of learning and being taught the curriculum that they have to offer. Children that come from an unstructured environment need and want structure in their lives. They have experienced enough chaos at home, so that the school can become a very welcome place if it is structured. Thus, it must be made clear to student, parent and teacher alike that certain actions will immediately bring about comparable results. Therefore discip
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Some common words found in the essay are:
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Approximate Word count = 3027
Approximate Pages = 12 (250 words per page)
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