Author Carter Woodson engages in the discussion regarding the inferiority of Negro culture within American education in chapter 3 of his book, “The Miseducation of the Negro”. I found this concept to be interesting because Woodson discusses that not only were the teachings of Negro culture being excluded in education, but also how education itself was reminding Negros of their inferiority in society. Woodson begins describing the omission of Negro influences in the many fields of Science, Fine Arts, Literature and Language in American education. In these fields, Woodson describes the Negro as being, “Excluded all together… and our teachers either ignored these influences or endeavored to belittle them by working out theories to the contrary” (pg. 33).
In turn, black pupils felt teachers underestimated their ability and picked on them. Gilborn and Youdell conclude that much of the conflict between white teachers and black pupils stem from the racial stereotypes that teachers hold, rather than the pupil’s actual behaviour. This disadvantages pupils because they are treated differently, which could result in their failure and even exclusion from school. As Jenny Bourne 1994) found that schools tend to see black boys as a threat and label them
Gillborn and Youdell (2000) found that teachers expected black pupils to present more discipline problems and misinterpreted their behaviour as threatening or as a challenge to authority. When teachers acted on this misperception, pupils would respond negatively leading to further conflict. Black pupils felt that the teachers underestimated their ability and picked on them. Therefore, according to Gillborn and Youdell much of the conflict between white teachers and black pupils
All US citizens had the right to vote, according to the federal law. But some racist states tried their hardest to stop black Americans from voting. They did this by making black people sit a hard literacy test, which was highly unlikely they will pass. This was simply because their education was of a poor quality due to their school being given very little in comparison to the white schools. They also just threatened them not to vote, which was successful because it frightened them away.
According to Du Bois, the veil represents the prejudices created by generations of slavery. It serves to prevent black attainment of not just civil rights, but human rights. Du Bois was jarringly made aware of prejudice, or the presence of "the veil" in grade school. A white girl would not accept a card from him. "Then it dawned on me with a certain suddenness that I was different from the others; or like, mayhap, in heart and life and longing, but shut out from their world by a vast veil.
Another result of the negative labeling of black pupils is the higher exclusion rate and the higher chances of black pupils to be put in sets below their actual abilities, which can only lead those black pupils to underachieve. Another reason for the difference in ethnic achievement is the ethnocentric curriculum which gives priorities to the main ethnic group whilst ignoring others, many sociologists have had their opinions on the ethnocentric curriculum and most of them see that British schools teach lessons and base the curriculum around the English language, history, religion and music. Ball for example stated that the national curriculum focuses on English history and recreates a mythical age of empire and past glories whilst ignoring black and Asian history, sociologist Coard explains why this would cause ethnic underachievement as English history makes other ethnic groups feel inferior
Their peer-pressure, such as friends, parents and may even be teachers in their school. The bad history that they've experienced was the reason why they had such belief planted in their mind. They believed that the Tutsi made use of the Hutus and now it is the time for the Hutus to do genocide of the Tutsis. These things thus affected the people's view on the truth and explanations for it. Even if the Hutus are exposed to the real truth hat the things that they are doing are inhumane, they will still will not listen to the explanation and take the truth in a different spin.
Hidden systems are hard to overcome, Wise says, because they are often not perceived by most of society and therefore not much attention is given to them by those who are not negatively affected. The effectiveness of these hidden systems hinges on the people who accept added benefits without pondering the counter-effect on minorities. Wise accuses whites, who are able to comprehend the prejudice taking place, of denial. He personally blames those who intentionally shut their eyes to the reality of the race based class system. Wise would agree with the notion that race is invented by society and has no biological basis.
Jefferson believed all white men should have the chance to receive a free education. Though many of the states voiced support for the program, few would actually a free system. Many privatized the education system, which kept the common child fro receiving an education. Jefferson and his followers also placed a new found importance on females’ education. Republicans believed that a child could not be raised properly if the mother was uneducated.
Segregation After the civil war in the USA, the African Americans gain “equal” rights. But the 14th amendment in 1868 (Absolute equality of the two races before the law) didn’t include “social rights” which meant that they didn’t get much choices in society, like choosing where you wanted to sit on a bus. This still made the African Americans feel inferior, knowing that within their home town the “whites” had the choices, and actual freedom. Blacks responded to their situation in 4 ways as their situation began to worsen from 1877. They would co-operate with any willing whites, migrate to the North or West, protest politically and would follow accommodationism.