Role of Education in Society Discrimination Exists

Role of Education in Society

Discrimination exists on many different levels and is both conscious and unconscious. It has also existed from the time the first colonists arrived in America and decided to make it their 'own'. They did so through conquering and oppression. The European culture of the colonists became the mainstream culture almost immediately. This included the 'Protestant ethic', which emphasizes hard work and the accumulation of property. It also includes the use of discipline and authority in child rearing (chapter one, page 9). This was in total disagreement to the Native American practices and became a focal point for change when the education system began to be concerned with the Natives. The need to 'force' the non-mainstream culture to conform to the established mainstream is the primary means by which education contributes to the development and preservation of bigotry and prejudice.

The education system in the United States has a long history of ethnic segregation, both formal (adjudicated by law) and informal. It has been argued that segregated programs are based on the idea of de-culturizing the student, rather than incorporating the culture in question into the learning experience. This is done through a program designed to eliminate the native language and culture. For instance, there have been times when the education system has eliminated or simply ignored the laws concerning attendance, especially in the case of Mexican-American farm workers' children who were needed to work in agriculture during planting and harvest seasons (Spring, 2003).

Part of the educational program includes observance of national holidays and certain celebrations. Another of the ways the education system has contributed to bigotry has been to exclude, dismiss and, on occasion, denounce holidays and celebrations particular to minority cultures. Schools have also had a tendency to use textbooks, examples and parameters of control based on mainstream American (white) culture and exclude material and, or, information pertinent to the child's own cultural experience and, or, background. Joel Spring has provided a list of the methods used in deculturalization that includes segregation and isolation; forced change of language; curriculum content mirroring mainstream culture; alternative culture not allowed and the use of teachers from mainstream culture (page 90).

It can also be argued that racial bias exists in teachers' assessment of students' academic abilities and, in a 'catch 22' ironic twist, that the negative perceptions of teachers influences students' academic performances to the detriment of the student. Teachers (especially if they are not of the same cultural background or have not had any training) bring their own perspectives, biases and prejudices into the classroom setting. Difference is often defined as a shortcoming and, or, impediment to learning, rather than as a tool for greater understanding. Without meaning to, the teacher may have expectations of minority students that are based on the mainstream cultural norms. Paulo Friere (2000), suggests that teachers have taken a 'narrative' role in the education process. That is, the teacher provides information that the student must somehow absorb, interpret and integrate into their own knowledge base. They are then expected to 'prove' the knowledge has been achieved by narrating it back to the teacher in some form or another.

Discipline in a school setting is, unfortunately, often based on racial prejudices and misconceptions as well as academic performance. Making policies that allow for leniency based on ethnic origin is as bad as punishing someone because of their origin. The answer would seem to be to develop a clear and concise policy that would apply to the indiscretion rather than to the individual and to have a system for re-evaluation and arbitration. Legislation has been mandated that schools attain unitary status in their treatment of students. There are a number of changes to the current system that could be implemented specifically in order to address racial, religious or ethnic biases.

Education can contribute to the overcoming of racist, bigoted, and hate-inducing ideas in society through a number of direct and indirect means. For instance, it has been the habit of the education system to provide classes that are specific to ethnic minorities. Many of these, such as Black history, were implemented with the idea of decreasing discrimination by providing a different perspective. It now seems more plausible that a different strategy is appropriate. Rather than identify classes by ethnic origin or base classes on subjects that are of interest to a given ethnic group, it would be more feasible to have the class cover the subject of 'history' and to incorporate aspects of all relevant perspectives.

A mismatch between learning styles and teaching styles can result in confusion, frustration, and underachievement for minority students. Programs geared toward integration of multiple teaching styles as well as additional educational opportunities may well help address the issue of underachievement as well as dropout rates and interesting minority students in continued education. This perspective to teaching would also mean that students of all types of learning styles and levels would be able to participate, rather than having a certain contingent being 'left out' or unaware of expectations.

Another 'subtle' way that the message of multiculturalism and diversity can be honored is through the groups that represent the school. Many people consider the cheerleading squad to be representative of the school and of the students. Ensuring a racially diverse group would be dependent on the school's demographic make-up. If the school is predominantly white with other minorities represented, the cheer leading squad should include the minorities as well as the dominant group. If this means recruitment of members of each minority then the school has an obligation to actively encourage and provide additional assistance to these groups in order to give them the same opportunity to represent the school.

Most states and school districts have made a concerted effort to address the biases inherent in the testing system. There are several ways in which this might be addressed, among them allowing students with a different original language to take tests in their language of origin. Another way is to have the tests 'read' or interpreted and have the student reply on an individual basis.

The ideal educational system is one where the child is seen as unique and the mission of the school is to allow the potential for each to come to fruition. The current system is certainly not ideal; however, the trend toward multiculturalism is a step in the right direction. The biggest stumbling block to achieving this goal, it seems, is the level of diversity that the modern school has come to know. The differences go far beyond ethnic, racial or religious concerns.

Strategies within the current system include accommodations to students' learning styles, focusing on students' interests, and affirming students as individuals from different backgrounds and with different experiences. Following these guidelines, a school that needs to develop a plan for implementation to attain unitary status will soon be on the road to providing quality educational opportunities for all of its students.