Assess the importance of school factors such as racism and pupils responses to racism in creating ethnic differences in educational achievement. Many sociologists would argue that internal factors are the most important factors when referring to racism and responses from the pupils as the school is where most of this would take place where different ethnicities are treated in different ways. However, some sociologists would disagree and say that external factors are more important than the internal factors which have an effect creating pupils to face racism at school and their responses in a particular way. Firstly, to start with, labelling in school factor and teacher racism is the first internal factor. Gillborn (1990) found that teachers were quick to discipline black pupils than any other raced pupils for the same behaviour.
Week 4 Application Angelo Conformity: in 1854 this idea started with the efforts of English colonists to institute American values, norms, and standards perpetuated ever since. It is an extension of English culture and rejects diversity in favor of homogeneity and trends that everyone should conform to values, norms, and standards determined by the Anglo founders of the country and continuing by the white. This perspective towards diversity requires that immigrants stop speaking native languages and only use English as well as abandon their ethnic heritage. It is also referred to as Americanization. The people to benefit from this attitude towards diversity were the Northern European ethnic immigrants.
Due to the fact that the Negros are brainwashed by their oppressors, they believe their inferiority to the other races to be true. The oppressor starts the mis-education of the Negro in school. School is the most powerful factor that an oppressor has because he has full control over the Negros thoughts and believes. Every race would be brainwashed and manipulated if “The thought of the inferiority is drilled into [them] in almost every class [they] enter and in almost every book [they] study” (Woodson, 2). This is not an educated person; this is a person who is trained to fit society according to the oppressor’s standards.
For example the British crime survey (2007) found 90% of where the victim was white; at least one of the offenders was also white. However while victim surveys are useful in identifying ethnic patterns of offending, they have several limitations. They rely on a victim’s memory of events. Ben Bowling and Coretta Phillips (2002) found whites may over identify blacks, saying the offender was black even when not sure. They only cover personal crimes, which make up 20% of all
Michelle Smith HSC 1102 (Midterm paper Gandhi vs. King) March 18, 2013 Both Gandhi and Martin Luther King Jr. used a policy of nonviolent resistance to campaign for change. Instead of countering violence with violence against their aggressors, they chose to resist unfair laws and call for collective social reform by nonviolent methods such as boycotting. After the British forced the Indians to become dependent on British cloth imports, Gandhi led a complete Indian boycott of British clothes. Similarly, King later organized a complete boycott of buses to promote his cause until the U.S. Supreme Court ruled that segregation on public buses was unconstitutional. A major difference was that Gandhi campaigned against unjust laws of the British government, while Martin Luther King Jr. campaigned for rights that "colored" people were already lawfully supposed to have.
Mark Twain, the author of The Adventures of Huckleberry Finn, made a good choice to include controversial words in the book to show racial injustice and should be taught in schools. The fight on racism is one of the most important parts about the book, The Adventures of Huckleberry Finn. Twain uses satire to poke fun at people and show them they are wrong; twisting their beliefs. Satire is used on anything from religion to racism to stereotypes. A great example from the book is when Pap goes on and on about how government lets blacks be free, “It was ‘lection day, and I was Just about to go and vote, myself, if I warn’t too drunk to get there; but when they told me there was state in this country where they’d let that nigger vote, I drawed out” (Twain 20).
Du Bois were right that the problem of the twentieth century is racism, one would never know it from the average secondary-school syllabus, which often avoids issues of race almost completely. However, Huck Finn can slip into the American literature classroom as a "classic," only to engulf students in heated debates about prejudice and racism, conformity, autonomy, authority, slavery and freedom. It is a book that puts on the table the very questions the culture so often tries to bury, a book that opens out into the complex history that shaped it; the history of the ante-bellum era in which the story is set, and the history of the post-war period in which the book was written. It also requires us to address that history. Much of that history is painful.
Annotated Bibliography Annotated Bibliography Boese, E. (2011) Standardized Tests: Shouldn’t We Be Helping Our Students? In Reid, S. The Prentice Hall Essential Guide for College Writers (pp. 342-348) Englewood Cliffs. NJ: Prentice Hall. In his essay, “Standardized Tests: Shouldn’t We Be Helping Our Students” Colorado State University student Eric Boese (2011) passionately expresses his assertions that standardized testing is degrading the quality of American education; he argues (specifically with the intent to persuade readers and in particular test policy setting politicians) that standardized tests are too difficult and fail to properly measure and motivate the qualitative performance of both teacher and student.
This has many practical an ethical-based advantages and is also high in representativeness due to large sample sizes, however issues with reliability and bias may overshadow the positives. Firstly, official statistics allow research to be conducted on a large scale as they are conducted by official bodies and governments who are interested in society as a whole. Research into achievement is often carried out to produce official statistics, for example, with the use of official statistics, the government have deduced that only 35% of pupils eligible for FSM achieved 5 A*-C grades as opposed to 62% of all other pupils. This conclusion was only possible due to the large-scale on which the research, which becomes official statistics, is based on; the entire population. Therefore official statisticsare useful as it, not only allows large amounts of data to be collected on important topics which interest the population, but also produces reliable and representative data which can be used to make generalisations.
Analyazation of the 2006 racial and ethnic makeup of students ages 6-21 illustrates Yates’ point. In 2006 Caucasian students represented 61.4% of the ethnic make-up of the school population; their participation in various services-Emotionally Disturbed (ED) 57.4%, Specific Learning Disability (SLD) 54,8% and Mentally Retarded (MR) 58.4% does not surpass their representation in the general population. Although African American students account for 14.91% of the ethnic make-up in 2006, 28.9% of them are labeled as ED, 20.5% as SLD and 20.6% as MR. Hispanic students are also overrepresented in the SLD category: overall ethnic make-up 18.51% and 21.2% labeled as SLD (Samuels, 2007). Experts cite multi-faced reasons for the disproportionate amount of culturally and linguistically diverse students in special education. The National Research Council (NRC, 2002) contends disproportion has a biological basis.