公立学校的种族隔离
Segregation of public schools
美国的教育系统在自行隔离的程度可能更高于今天的民权运动。 有压倒性的证据表明,种族隔离是一种严重的社会问题,会导致歧视性的观点和态度,影响特定人群,把黑人和拉丁裔学生处于不利地位,弱化这些学生所在社区的社会资本和进一步扩大这些学生和白人学生之间终身成就的差距。 在标准化测试中,黑人学生的得分仍旧低于有充分代表的高等学校的白人学生,导致财富的极低利率。
本研究将评估种族隔离对学生学业成绩的影响,为本研究将包括标准化测试性能以及社会流动的属性,以确定对美国学校系统最好的模型,使访问资源能够公平和学生成绩能得到提高。在本文中,一些案例研究,对隔离学校的学习成果和学术成就进行了评估。回顾这些案例研究,就可以形成一个假设,种族隔离是有害的并不是白人学生,而是黑人和拉丁美洲人。 下面的文献回顾表明并支持这一假设。该研究得出结论,主要是少数学校没有为学生的高等教育做好准备,他们所遭遇的隔离是成绩差距的直接相关因素。 研究还表明,所有学生受益于他们的学校设置多样性;关于这点,由于隔离白人学生也处于不利地位。
在Jones-Sanpe的研究论文中,首次确定了特定的公共教育的首要目标。
介绍-Introduction
School systems across the U.S. are voluntarily segregating their schools and schools may be more segregated today than they were at the height of the Civil Rights Movement. There is overwhelming evidence that segregation is a toxic social issue that serves to fortify discriminatory viewpoints and attitudes that negatively affect particular populations of people and innately puts Black and Latino students at a disadvantage, weakening facets of social capital in these students' neighborhoods and further widening the life-long achievement gap between these students and their White counterparts. Black students continue to score lower than White students on standardized tests are underrepresented in institutions of higher learning and achieve overwhelmingly lower rates of wealth.
This research will evaluate the affect of racial segregation on student academic achievement, which for purpose of this research will include standardized testing performance as well as attributes of social mobility, in order to identify the best model for U.S. school systems that fosters equity in access to resources and high student achievement. In the present paper, several case studies that investigate the learning outcomes and academic achievement in segregated schools are evaluated. From review of these case studies a hypo
thesis can be formed that states that racial segregation is detrimental to non-white students, particularly Blacks and Latinos. The following
literature reviews demonstrate and support this hypothesis. The studies conclude that students who attend primarily minority schools are not as well prepared for post-secondary
Education and that this achievement gap is directly related to the degree to which they experienced segregation. The research also shows that all student benefit from diversity in their school setting; White students are also disadvantaged by re-segregation of schools.
文献回顾-Review of Literature
In a research article by Jones-Sanpei (2009), the research first identifies specific overarching goals of public education.
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The goals of education that this study evaluated are individual outcomes (academic achievement and job readiness) community outcomes (parental empowerment and social capital networks) and, individual social outcomes, such as future political engagement, social skills, and civic skills. Secondly the Jones-Sanpei research discussed the theory and research surrounding social capital and used data from five southern school districts and matching data from the 2000 Social Capital Community Benchmark Survey (SCCBS), (7) to examine the relationship between community social capital and segregated public schools. The study concluded by speculating about the potenti
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