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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 ...
Culturally relevant teaching is instruction that takes into account students' cultural differences. Making education culturally relevant is thought to improve academic achievement, [1] but understandings of the construct have developed over time [2] Key characteristics and principles define the term, and research has allowed for the development and sharing of guidelines and associated teaching ...
And they ignore the basic question of how teaching, learning and education work. Teaching is a risky adventure. Teachers have the immense responsibility of nurturing diverse young minds.
Raising Race Questions: Whiteness and Inquiry in Education: Raising Race Questions is a 2014 book about race and ethnicity in the United States by Ali Michael. [2] [3 ...
Unequal access to education in the United States results in unequal outcomes for students. Disparities in academic access among students in the United States are the result of multiple factors including government policies, school choice, family wealth, parenting style, implicit bias towards students' race or ethnicity, and the resources available to students and their schools.
Educational attainment rates change when it comes to comparing the same races against immigrants or foreign born students. No matter which race is examined, immigrants of that race outperform natives of the same race. For example, Black African and Caribbean immigrant groups to the U.S. report having higher levels of education than any other group.
In Beverly Tatum's widely cited article Talking about Race, Learning about Racism: The Application of Racial Identity Development Theory in the Classroom, published in the Harvard Educational Review, she describes her experiences teaching classes on race related issues, and she applies Racial Identity Development Theory as a framework that is ...
Board of Education Supreme Court case of 1954 made it illegal to segregate schools based on race. [10] The court ruled that school segregation stunted the development of minority children. At the time of the decision, some school districts were already desegregated, but schools in Topeka were still separated by race. [10]