Racial Dynamics and Change in

Racial Dynamics and Change in Educational Organization Racial dynamics in My Educational Organization Racial discrimination exists in almost every sphere of a colored individual. Even the educational institutions are not aloof of this. We grow up, learn, work and teach in an environment where this one aspect or fact, race, has a clear existence and it shows itself in ways that are not very commendable for the colored race. It is surprising how we actually question the fact of the existence of race in an educated society.

Just because a clown doesn't usually acquire the same appearance every night at the circus show doesn't mean that the clown or his performance does not exist! It will be amazing to actually notice that the web of racial discrimination is more intricate at the educational institutions as opposed to any other sphere where two communities interact. The ones that suffer form racial discrimination are usually the ones that are surviving in extremely poverty-stricken areas under really financially and socially instable environments.

Most of these are even deprived of thriving in a good institution where they can learn and know all that is out there. Most of them can't even think about pursuing anything further then basic studies in a good institution.

This is common in almost every other place as Jeannie Oakes, Amy Stuart Wells, Susan Yonezawa and Karen Ray write, "Currently, educators are under enormous pressure to make systematic reforms and restructure schools so that all the students will reach high academic standards." The current policy of education does not say much about these unfortunate students. They tend to concentrate on those that actually do make it to good institutions and then feel the bite of racism.

It seems that these are the ones that face much of the storm head on. From my own environment, I can distinguish the first thing that is an outright practice: segregation. Immediately, one is reminded of the fact that one is different; that one is not quite the same. There are groups that look down on you, if they look at you at all. And yet there are some groups that have no concept of race, color and culture in their minds i.e.

there are those groups of students that don't honestly care if you're black or Jew, they treat you like just another person from the human race. The peers aren't the only ones that practice some form of racial actions. The educators have a low potential status set in their heads for all those that are either African-Americans, Latino students or even Jews.

Irrespective of whatever ability that can be analyzed of the students from the previous records and credentials, the educators usually rate them below average for which they have to suffer throughout their academic careers and after. Jeannie Oakes, Amy Stuart Wells, Susan Yonezawa and Karen Ray too express this by saying, "Scholars far more often judge African-American and Latino students as heaving learning deficits and limited potential..

And place these students disproportionately in low track, remedial programs." This does not end here; those that belong to a race that makes up a small minority of the total strength of an education are easy targets for open mockery and detraction. Even though, this is a rare happening but when it does happen, it leaves a lifelong effect on the mind of the individual.

However, the educational system is not ignorant of these happenings, and many institutions, or certain teachers in an institution are trying to little by little wipe away a few differences through the wings of similar educational potentials and abilities. I have thrived myself because of this particular adopted environment. When teachers or educational committees tend to point out the similarities between students of two different races on levels of intellect, ability or intuition, it is then that the barriers of racial discrimination are lifted a little.

But needless to say, the barriers are never fully off. Partly to blame for this is the staunch and stubborn view of the families or parents that feel that their children deserve to be treated to better facilities than the rest just because they are better-off or natives or not belonging to a certain race. Jeannie Oakes, Amy Stuart Wells, Susan Yonezawa and Karen Ray interpret this fact: "many parents of students in high-track classes exude a strong sense of entitlement.. their children are entitled to 'more'..

because they are more intelligent and talented than other students." Those that are belonging to a certain race are placed in the low-tracks irrespective of their academic record, as mentioned previously. This unbending attitude.