The ongoing criticism of equal treatment in education and employment opportunities over the past few years has served as the most apparent illustration of differences in the public policy sphere. From the viewpoint of those who live with the effects of persistent discrimination, affirmative action is necessary to preserve opportunities that would be lost in the absence of a commitment to act reasonably. Additionally, the distribution of potential in a society becoming increasingly dependent on information and education is a significant source of concern and stress for African-Americans of all backgrounds.
The family and community settings, as well as school characteristics unrelated to teachers’ performance, are just a few of the many factors contributing to the achievement gap. However, unavoidable inequalities in how educators and school officials view black students are one aspect that cannot be ignored. According to research, black students face fewer expectations from their teachers and are more likely to be suspended or expelled than white students. They are also less likely to be enrolled in programs. The Minorities’ Diminished Returns argument holds that at least some racial differences are caused by the less protective than anticipated impacts of socioeconomic status markers, such as academic opportunities.
A growing corpus of research also explores the impact of the classroom setting in the development or intervention of racial disparities in special education, focusing on racial composition as a possible reason for these differences. Most of this research has viewed the racial makeup of schools as a causal impact of race effects, one that could affect all students’ chances of academic success.
Educational disabilities are typically considered individual-level neurophysiological disorders with distinct borders between disability categories by mainstream practitioners, politicians, and academics. According to research, the racial composition also affects how students are separated from the classroom during exclusionary internal proceedings, likely similar to receiving special education services for emotional distress. However, most existing research on racial disparity in special education that considers the school setting focuses on the global implications of school racial composition (Fish, 2019). White students who have difficulty in school can keep some relative advantages in racial distinctiveness. They are more likely than their classmates to be categorized with higher-status disabilities rather than being perceived as just low performers or uninterested (Assari & Bazargan, 2019). The more severe disabilities frequently come with more resources for teachers, adjustments that make it easier for students to access the general education curriculum, and a de-stigmatizing justification for poor performance. At the same time, black students with academic difficulties are classified as having a lower-status disability, which keeps them out of general education classes, separates them from other students who might not be doing as well, and gives them a stigmatizing label.
Viewpoints of the differences in academic performance between white and minority students as determined by test scores are at the basis of these discussions. The assumption that underlies most of the discussion is that if equal opportunity is now available, minority students’ ongoing low levels of accomplishment must be caused by their genes, culture, or a lack of motivation. Minority children’s educational outcomes are significantly more influenced by unequal access to essential educational resources, such as qualified instructors and leading programs.
The American practice of permitting a wide range of teacher credentials puts minority students at the most significant risk. According to the National Commission on Teaching and America’s Future, 25 percent of all new teachers hired without meeting certification standards are typically assigned to teaching students in low-income and high-minority schools. In contrast, most prospective teachers are employed primarily by wealthier schools. Teachers completely qualified or possess higher-level degrees are much less likely to teach in predominately minority schools.
The issue is also evident in the higher education system regarding accessibility and adaptability. According to various research, universities are relatively aware of the risks that separation brings to students’ well-being as well as the consequences of isolation at schools. The experiences of black students generally, specifically black children, can suffer from an inability to recognize the implications of race. Increased amounts of ignorance and racism, whether verbal or covert, may also be caused by the lack of diversity on campus. Because these disparities can quickly go unnoticed by the white majority, black students are less safeguarded.
Additionally, many of the time, the measures taken to address racism on campuses merely cement white supremacy and the white majority rather than addressing the problem. According to statistics, about 70% of African Americans who borrow funding to cover college at a for-profit institution collapse on their loans within ten years (Matentjie, 2019). Data suggest that a third of all African American students defaulted on their loans within six years of beginning college, particularly in comparison to just 13 percent of their white peers, irrespective of the type of higher education institution they attended.
Therefore, scholars have repeatedly demonstrated that the Black community’s mistaken objectives do not cause these gaps. Instead, they are profoundly influenced by discriminatory policies. The effectiveness of the latest curriculum and assessment reforms will largely depend on how well those who create and implement new standards and exams put them to use in enhancing teaching and learning in the context of racial diversity in the educational setting.
References
Assari, S., & Bazargan, M. (2019). Unequal associations between educational attainment and occupational stress across racial and ethnic groups. International Journal of Environmental Research and Public Health, 16(19), 3539. Web.
Fish, R. E. (2019). Standing out and sorting in: exploring the role of racial composition in racial disparities in special education. American Educational Research Journal, 56(6), 2573–2608. Web.
Matentjie, T. (2019). Race, class, and inequality in education: black parents in white-dominant schools after apartheid, South African Schooling: The Enigma of Inequality, 10. Web.