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For example, a report from the U.S. Department of Education on the characteristics of MSIs [2] defined MSI based on either of two separate criteria; 1) legislation (e.g. HBCU, TCU, or 2) percentage of minority undergraduate enrollment based on IPEDS data [3] (i.e. "institutions that enroll at least 25 percent of a specific minority group are ...
Ogbu argues [6] that cultural differences alone cannot account for differences in minority education, since some minority communities do quite well and others do not. In addition, he observes that in some cases groups of people of the same race but located in different countries manifested different ability and/or achievement levels according to some measures.
The minority welfare department is responsible for the welfare of both religious and linguistic minorities. [6] For the religious minorities, the department is responsible for implementation of welfare schemes, maintenance of hostels and religious sites, pilgrimage aid, aid for women empowerment and education among others. [6]
The racial achievement gap in the United States refers to disparities in educational achievement between differing ethnic/racial groups. [1] It manifests itself in a variety of ways: African-American and Hispanic students are more likely to earn lower grades, score lower on standardized tests, drop out of high school, and they are less likely to enter and complete college than whites, while ...
Special education referrals are, in most cases in the hands of the general education teacher, this is subjective and because of differences, disabilities can be overlooked or unrecognized. Poorly trained teachers at minority schools, poor school relationships, and poor parent-to-teacher relationships play a role in this inequality.
[4]: 443 Fullinwider also discusses challenges that can arise when majority teachers interact with minority students: the distinction between "high culture" and "home culture" needs to be clear or else faculty and staff members could mistakenly withdraw their appropriate authority to evaluate and discipline students' conduct and work. [37]
The U.S. accreditation process was developed in the late 19th century and early 20th century after educational institutions perceived a need for improved coordination and articulation between secondary and post-secondary educational institutions, along with standardization of requirements between the two levels.
Racial segregation can result in decreased opportunities for minority groups in income, education, etc. While there are laws against racial segregation, study conducted by D. R. Williams and C. Collins focuses primarily on the impacts of racial segregation, which leads to differences between races.