ond (2000) further noted that that the school experience of African American and other minority students is unequal since minority students face different learning opportunities related to schools and class size, curriculum, and teacher qualifications. Hilliard (2005) further noted that minorities face inequities in academic testing and assessment.
Darling-Hammond (2000) stated that while education reform in the United States focuses on developing new standards for students, minority students continue to face inequity in education. While reforms have the potential to close the gap in education achievement between African American and White students, the opposite is also a possibility. This author stated that up to two-thirds of minority students attend predominantly minority schools with a lack of high-quality materials and equipment or laboratories, and a lack of qualified teachers. Teaching skills are not sufficient to meet the demands of the new standards or meet the needs of minority students. New standards demand that students engage in independent analysis and problem solving, that they use new technologies, and that they engage in extensive research and writing. These activities are not commonplace in minority classrooms. In addition, since the minority student is behind the white student in achievement, teachers must find ways to close the achievement gap as well as help minority students learn.
Asimeng-Boahene and Kleiná(2004) reported on the diversity issue in academia. Since cultural diversity in the U.S. is increasing educators must understand diverging values and traditions of the learners as well as the different learning styles of minority and other students. These authors stated that problems faced by today's educators include a lack of societal or genuine educational support (lack of adequate resources for minority students), a lack of teacher knowledge, parental disapproval, and a lack of materials. ...