The Effect of Race on Education
by ryan_pacheco on December 9, 2016 - 2:08pm
In today’s society, education is almost necessary to get a job in a very well paying or promising field. Believe it or not, this education begins in high school. Each child in the United States should have an equal opportunity for higher education at some point, but with unequal schooling it makes this extremely difficult. Children of minority families are not offered education of the same quality as schools in predominantly white communities.
Right off the bat, most concepts and literature regarding education and African Americans focuses on the failure aspect. There are very little success stories compared to the more common, “Culturally deprived, culturally deficient” (Ladson-Billings, 117). It is well known that white males typically come across “better opportunities” in the world. A large contributor to this is the superior education that whites are offered in high school, which usually leads to better and credible colleges. Who’s to say that African Americans couldn’t achieve the same positions as whites? If everyone was armed with the same preparation in education, then they would all have the same chance of being as successful as other more of the majority.
Part of Ladson-Billings’ research data gave the idea that improving education for minorities relies on, “Focusing on student learning, development of culture competence, and promotion of sociopolitical consciousness.” The lack of dress codes or what is in the curriculum does not have as much of an impact as previously thought. In other words, it’s not what is being taught to the kids, it’s how the teachers are doing it and the effort that is being put in. In order to give minority children the same education opportunity as other children, the schools need to make sure their teachers are doing everything they can to help their students pass. On the other hand, the students still need to prove that they are willing to try and continue their education.
Ladson-Billings, G. (2012). Through a Glass Darkly: The Persistence of Race in Education Research & Scholarship. Educational Researcher, 41(4), 115-120. Retrieved from http://www.jstor.org.uri.idm.oclc.org/stable/41477775