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Week Assignments
Part 1: Knowledge and Power in Shaping Racial and Class Stratification in Society
The stratification of class and race is typical in most communities. Koput & Gutek (2010) explain the assumption that there are people in the society who have sufficient human capital and have a higher propensity to accomplish higher-level tasks. However, they also affirm that this form of stratification only occurs when dealing with certain aspects such as education or experience. Racial stratification is a common problem in the society due to the associated impacts. Jackson (2007) addresses the famous works of Paulo Freire in which he reveals the truth about racial oppression in the community. Race stratification involves the ranking of ethnic groups based on their perceived superiority. However, this superiority is only achieved through the oppression of the less powerful ethnic groups. Class stratification mainly arises due to the categorization of people in the society regarding their economic or political influence (Koput & Gutek, 2010). Eventually, class stratification is related to race stratification in different ways. The stratification of the class is mostly assessed based on racial superiority in the community. For instance, most rich and influential people in the society emerge from the superior racial groups. Racial and social stratification affect other sectors of the society such as education.
In a research about the Impact of Politics and Race on the Arab American Youth, Renda and El - Haj (2006) ascertained that racial oppression experienced by these individuals is likely to affect their curricula and educational practices. Oppression creates a stigmatic environment for these students from the lower ethnic groups. It makes them feel unwanted in the society. This derails their efforts to concentrate on academic studies. Feeling powerless in a social system makes it difficult to collaborate with other people (Jackson, 2006). However, Jackson (2007) discovered that maltreated individuals are likely to be engaged in...…the other ethnic groups whose members undergo this form of oppression. This neutrality indicates that the author was not biased, but rather interested in the factors that surround the adamant racial discrimination in most communities. It is commendable that the text addresses the role of the entire community in addressing the issue of racial segregation. Evidently, oppression based on racial backgrounds can affect a community.
The text depicts the strong interest of the author in the issues addressed. The author quotes some of the popular people who first developed theories about oppression in the early twentieth century. Therefore, the author has adequate knowledge about the issues of oppression based on constant research and probably through experience. The author of the text also provided a detailed personal reflection of the issues addressed in the text. The author of the text expresses profound satisfaction in the fact that many foundations can be used to solve these problems. This implies that the author is sensitive…
References
Al-Hazza, T.C. & Bucher, K.T. (2008). Building Arab-Americans’ cultural identity and acceptance with children’s literature. The Reading Teacher, 62(3), 210-219.
Gay, G. (2004). The importance of multicultural education. Educational Leadership 61(4). 30–35.
Jackson, S. (2007). Freire re-viewed. Educational Theory 57(2) 199-213.
Koput, K.W. & Gutek, B.A. (2010). Gender Stratification in the IT Industry: Sex, Status and Social Capital. Cheltenham: Edward Elgar PublishingRenda, T. and El-Haj, A. (2006). Race, politics, and Arab American youth: Shifting frameworks for conceptualizing educational equity. Educational Policy, 20(1). 13-34.
The Metropolitan Report In 1996, Metropolitan Life Insurance Company produced a series of reports " to bring the opinions of teachers, students and parents to the attention of educators, policymakers and the American public." The fourth report in the series, the Metropolitan Life Survey of the American Teacher 1996: Students Voice Their Opinions on Learning About Multiculturalism,."..assessed students' opinions and interests in learning about multicultural topics." Lou Harris and Associates conducted
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No Child Left Behind Act will affect multicultural education. Review current reference material. The No Child Left Behind Act will provide unprecedented changes in the K-12 educational system that will allow all school age children to benefit from the various educational programs available. Children will be provided with a multicultural education that will improve the quality of education overall for children across the country. On January 8, 2002, President Bush enacted the