Minority Students
Review of Cummins' "Empowering Minority Students"
Jim Cummins, professor at the Ontario Institute for Studies in Education, considers that the personal and institutional methods of providing instruction to minority students must be redefined to improve their educational performance outcomes. He theorizes that past failures in compensatory and bilingual education has been a result of "bicultural ambivalence" and the current methodology must be reformed to empower minority students by encouraging them to embrace their native language and culture. He believes that this requires improved interactions at three levels: between teacher and student, schools and minority communities, and the cultural groups to the larger society. The framework Cummins proposes to rework the educational institution for the benefit of the minority student involves incorporating the student's language into the school program, encouraging the participation of the minority community with the school, promoting the student's use of language to improve his learning development,…...
empowering minority students with first language different from the language of instruction. The author maintains that despite the development or incorporation of various programs for minority students, it appears that there exists a significant achievement gap between majority and minority students indicating something inherently wrong with the measures adopted so far. The author rejects both the "inadequate exposure" and "linguistic mismatch" arguments because it appears that both have their fair share of merits and demerits. Cummins suggests that we incorporate his theoretical framework in educational programs and instruction methods so minority students can be empowered. His framework consists of four essential steps that he believes "contribute to the extent to which minority students, are empowered or disabled." Cummins suggests adoption of an additive approach rather than a subtractive approach. "Educators who see their role as adding a second language and cultural affiliation to their students' repertoire are likely to…...
This encouragement and the ability to have opportunities are at the heart of what Conchas (2006) is trying to say.
There are many individuals who are for the tracking system, and many who are against it. They all have their reasons, and while most of them are good ones, both sides cannot always be correct. One case raised in favor of tracking is based on the research information that students who are low achievers or have low abilities often benefit from being in a class where other individuals are of the same ability level. While some opponents argue that this does not allow children who are doing poorly to have meaningful interaction with those that are doing well, the research findings state that children who are doing poorly often improve when they are placed in classes that are designed for remedial students. In other words, they need to be involved…...
Conchas, G. (2006). The Color of Success: Race and High-Achieving Urban Youth. Teacher College Press.
Denevi, E. (2003). Helping White Students and Educators Understand Their Role in a Multicultural Society. National Association of Independent Schools. _id=1.http://nais.org/pubs/ismag.cfm?file_id=933&ismag
This study has noted that educators are noting better methods to assist these students rather than placing them in special education classes which fail to assist these students in school or across the span of their lifetime endeavors.
RECOMMENDATIONS
Recommendations arising from this review of literature in this study include the recommendation that different methods be utilized in assisting culturally and linguistically diverse students in the school setting. Among these methods are those noted by Knotek (2003) and Craig, Hull, Haggart and Perez-Selle (2000) which involves educators and school counselors assisting in addressing the difficulties faced by these students in the school environment and which may include but are not limited to addressing the needs of students as well as their strengths through strategies of individualized behavior contracts, specialized counseling techniques and culturally appropriate reinforcements that serve to encourage positive behavior on the part of the culturally and linguistically diverse students.
ibliography
Coutinho,…...
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Bibliography
Coutinho, M.J. & Oswald, D.P. (1999). Ethnicity and special education research: Identifying questions and methods. Behavioral Disorders, 24, 66-73.
Oswald, D.P., Coutinho, M.J., Best, A.M & Singh, N. (1999). Ethnic representation in special education: The influence of economic demographic variables. Journal of Special Education, 32, 194-196.
Murtagh, Damien (2003) Investigating the Overrepresentation of Ethnic Minorities in Special Education. Graduate Studies. Online available at: www.lynchburg.edu/documents/GraduateStudies/Journal/MurtaghD.doc
U.S. Department of Education. (2000). Twenty-second annual report to Congress on the implementation of the Individuals with Disabilities Act. Washington, DC: Author.
Minority Transfers to Four-Year Universities
In California today, over 70% of public school students and 50% of those in community colleges are black and Hispanic and the entire education system suffered greatly because of budget shortfalls in the last three years. Community colleges have an open admissions policy, unlike four-year universities, but also have a high drop-out rate for poor and minority students. According to the UCLA Civil Rights Project, in California, over 70% of minority students in community colleges failed to transfer to four-year universities in six years (Tlatenchi 2012). Most of these students are also low income and from schools that perform poorly at preparing students for university level work, and the education cutbacks have affected them the most, limiting their access to higher education even further. Old affirmative action policies always had the reputation of admitted unqualified students to universities, but new federal rules that still permit race…...
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WORKS CITED
Tlatenchi, Fredy. "UCLA's Civil Rights Project Reports how Minorities can Transfer to Four-year Universities Quicker." Daily Sundial, March 7th, 2012.
Many of the students at the school are intelligent, but they do not know how to put that intelligence to good use, because no one has ever taught them that they are capable of doing many things that they may want to do. Since this is the case, the teachers at the school must be given tools that are practical and can be easily incorporated into what they already do, which will help to stimulate the minds of the students that they work with when it comes to teaching them language literacy. While not an easy task, it is a worthwhile one that should be considered. Children are the future of this country and it seems wrong to neglect any of them, regardless of their race, ethnicity, background, language ability, or mental capabilities.
Those that can be educated should be educated, and ways must be found to ensure that this takes…...
The variations in levels of success of the students that the researcher did find were far more likely to be related to the other variables (i.e. emotional status, peer relationships, preparation for the N program, student/teacher relationships and attitudes of co-workers.). In fact the researcher found that all of the students were able to integrate well into the program as well as the social setting of the school, regardless of their minority status.
Those students who did struggle blamed their problems on a lack of emotional support, time management problems other non-race related variables. In addition, both minority and non-minority students experienced feelings of jealousy from their co-workers who were envious of the fact that the student was advancing his or her career. There were also some difficulties found relating to the nursing skills lab, and certain writing assignments, however these did not appear to be racially influenced either.
Implications for…...
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References
Henle, S.A. (2007) the barriers encountered and the factors that contribute to the success of the minority and non-minority licensed practical nurses in a two-year associate degree registered nursing program, (Doctoral Dissertation) Dowling College, Oakdale, NY. UMI Number: 3295361
, Ellingstad,
Timothy, and Brown, Sandra A. (2006). Adolescent Self-Selection of Service Formats:
Implications for Secondary Interventions Targeting Alcohol Use. The American Journal on Addictions, ol. 15, 58-66.
The authors employed three formats of intervention (individual, group, and website) on youth in four schools over a four-year window of time. The results of this survey (which involved "Project Options") of 1,147 students is that minority teens who willingly sought alcohol services preferred to receive interventions in a private context rather than in group therapy.
Gil, Andres G., Wagner, Eric F., and Tubman, Jonathan G. (2004). Culturally sensitive substance abuse intervention for Hispanic and African-American adolescents: empirical examples from the Alcohol Treatment Targeting Adolescents in Need (ATTAIN) Project. Addiction,
2(99), 140-150.
This article offers a strategy that (in this case) significantly reduced use of marijuana and alcohol in all ethnic groups involved in the project. Some 213 juvenile offenders participated in this research; instituting interventions that were…...
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Von Wormer, Katherine, and McKinney, Robin. (2003). What Schools Can do To Help Gay/
Lesbian/Bisexual Youth: A Harm Reduction Approach. Adolescence, 38(151), 409-420.
Von Wormer asserts through this article that because adjusting to heterosexual environment in public schools -- and dealing with the bias that often is in evidence -- is difficult, it is a "major cause of psychological problems" which leads these minorities to alcohol and drug abuse issues.
Moreover, if a student asked to be transferred to a mainstream class he or she did not receive approval. Errors in the U.S. school system have made it possible for African-American students to be involved in bilingual classes. So far, nothing seems to be out of the ordinary, but the strange thing is that they've been put to learn alongside Chinese speaking students also involved in bilingual programs. The motive for this is that the only available places that the black students could fill had been in the Chinese bilingual classes. (Chavez & Lyons)
Parents are not willing to accept having their English-speaking children being sent to bilingual classes any more. Students that aren't literate in English or Spanish are being prevented from learning English and from fitting in the American society.
The people that are not fond of bilingual education programs claim that the theory that children have to learn…...
Linda Chavez, and James J. Lyons, "Q: Is Bilingual Education Failing to Help America's Schoolchildren?," Insight on the News 3 June 1996, Questia, 23 Feb. 2009 http://www.questia.com/PM.qst?a=o&d=5000358053 .
Mar'a Estela Brisk, Bilingual Education From Compensatory to Quality Schooling (Mahwah, NJ: Lawrence Erlbaum Associates, 1998) 1, Questia, 23 Feb. 2009 http://www.questia.com/PM.qst?a=o&d=14165477 .
545). By allowing students to speak in the classroom, rather than lecturing students about how intercultural interactions should take place, students from other cultures can bring their own cultural understandings and conceptions to the forefront, rather than passively receive teaching from a professor, or accept a university party line that their university is diverse. "The discourse of multiculturalism is not the voice of ethnic and racial minorities speaking for themselves. It is, rather, the voice of white middle-class education professionals speaking about 'problem' groups," one academic alleges, but through more open-ended discussion and generating student feedback that allows them to infuse their personal cultural and intercultural experiences into the classroom, a more positive conception of intercultural communication can occur (Olneck, 1990, p. 163).
A university setting can be uniquely beneficial to establishing intercultural dialogue simply because it is designed to have structured listening experiences that are then reinforced by outside social…...
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Works Cited
Banks, James a. (1993, June-July). The canon debate, knowledge construction, and multicultural education. Educational Researcher. 22. 5: 4-14.
Flower, Linda. (2003, September). Talking across difference: Intercultural rhetoric and the search for situated knowledge. College Composition and Communication. 55. 1: 38-68
Hoffman, Diane M. (1996, Autumn). Culture and self in multicultural education: Reflections on discourse, text, and practice American Educational Research Journal. 33 (3): 545-569.
Minority Woman as School Principals and Leadership Challenges Faced by Minority Principals
When compared with corporate America, both the public and private American school systems may have more blatant glass ceiling settings because there are very obvious resistance movements towards gender and minority integration into administrative roles such as principals especially for positions in better schools or systems. The numbers do not lie -- consider the fact that women have traditionally comprised the majority of both the public and private school teaching forces yet, the majority of school administrators for these systems continue to be white males. This report therefore aims to discuss the roles of minority women as school principals, the inherent leadership and administrative challenges they may face as minority principals and what may or may not work for them and why.
Although this report happened to use some examples from the California school system to demonstrate some of the…...
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References
Feistritzer, C.E. (1988). Profile of teachers in the U.S.-1990. Washington, DC: National Center for Educational Information.
Shakeshaft, C. (1989). Women in educational administration (updated edition). Newbury Park, CA: Sage.
Sutherland, Billie. (1995). "Recovering illiterates ... 'reconnecting with life' (functional illiteracy)" San Diego Business Journal.
Unknown. (1999). "As California overhauls schools, America watches for lessons" The Christian Science Monitor.
achievement of African-American students in civilian public schools vs. African-American students in the Depart of Defense (DOD) school system
The methods section of this dissertation provides the rationale for the proposed study based on my hypothesis comparing African-American students in the DOD school system with African-American students in civilian school systems.
It also highlights the key questions that were examined, how the study was conducted and the measuring criteria for analysis. The paper will provide detailed information that should be a sufficient foundation for anyone who wishes to conduct a parallel study.
This portion of the paper will provide an outline of the following:
Purpose - which will define my reason for doing this study
Background Information - will provide information on the level of measurement I have selected, i.e. The SAT scores and information on the Department of Defense (DOD) school system itself
Procedure - outlines the steps that I will employ in completing this…...
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Fact Sheet. The National Center for Fair and Open Testing. Cambridge, MA. August 2001.
George A. Clowes. "Defense Dept. Knows How to Operate Good Schools, Too." School Reform News. January 2002.
Defense Department Taps Distance Learning Tools. www.wtonline.com.Volume13, No.22. February
impacting family literacy fluency (race, class, etc.) How can the relationships between parents, teachers, and schools support literacy understanding and growth? How do family interactions
One thing that is omnipresent and pervasive in situations where one or minorities are present is the idea of feeling like one is excluded. The level of severity of this happenstance can vary quite a bit. However, it is very real when it happens. In many cases, race, class and even language can become something that is polarizing and problematic. Despite these challenges, the rules that hold true for children within the dominant culture hold just as true for those in a minority (or more than one). This is even truer, however, when it comes to children that are vulnerable to poverty, deviancy and so forth. Indeed, parental involvement in a child's learning is important irrespective of the race, language or class of the child.…...
Flexibility in instruction is a principle that uses instructional design to accommodate a wide range of abilities among students. Simple and intuitive instruction is a "straightforward and predictable manner" (Shaw, Scott, and McGuire, 2001) of instruction. Perceptible information instruction is an instruction design principle that ensures all information necessary is effectively communicated. Finally, tolerance for error instruction "anticipates variation in individual student learning pace and requisite skills." (Shaw, Scott, and McGuire, 2001)
STRATEGIES to SUPPORT TEACHING DIVERSE LEARNERS in COLLEGE
Strategies to support teaching diverse learners in college that are inclusive of Hispanic students include the following strategies:
Use technology to assist and aid instruction;
Group students into smaller groups to facilitate discussion and communication among students;
Use summarization, self-questioning, clarification and prediction in classroom instruction;
Keep the instruction simple;
Allow instruction to be flexible;
Use the technique of instructional conversation;
Keep instruction 'equitable;
Use perception in the instructional practice;
Allow room for errors so that students feel comfortable while…...
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Bibliography
Bermudez, a.B., & Palumbo, D. (1994). Bridging the gap between literacy and technology: Hypermedia as a learning tool for limited English proficient students. The Journal of Educational Issues of Language Minority Students, 14, 165-84.
Christian, D. (1995). Two-way bilingual education. In C.L. Montone (Ed.), Teaching linguistically and culturally diverse learners: Effective programs and practices (pp. 8-11). Santa Cruz, CA and Washington, DC: National Center for Research on Cultural Diversity and Second Language Learning.
Duran, B.J., Dugan, T., & Weffer, R.E. (1997). Increasing teacher effectiveness with language minority students. The High School Journal, 84, 238-46.
Padr n, Y.N., & Waxman, H.C. (1999). Effective instructional practices for English language learners. In H.C. Waxman & H.J. Walberg (Eds.), New directions for teaching practice and research (pp. 171-203). Berkeley, CA: McCutchan.
Federal legislation requires students with disabilities to participate in state assessments, partly because such assessments are important components of educational accountability. These assessments are used to classify students according to their educational needs, provide information regarding the progress of students with disabilities, and identify the extent to which students are attaining state academic standards. The large majority of classified students are classified under the Individuals with Disabilities Education Act (IDEA). But classification is highly inconsistent, which should raise concerns about over-, under-, and misclassifying certain types of disabilities. Misclassification can result from failing to identify students with disabilities, from classifying students with disabilities they do not have, and from delaying classifying disabilities in students. Some of this inconsistency is accounted for by teachers and schools (McDonnell, McLaughlin, & Morison, 1997); however, when contrasting state classification data there are striking differences that indicate that state guidelines vary and lead to the…...
Jimerson, S.R., Burns, M.K., & VanDerHeyden, AM. (2007). Response to intervention at school: The science and practice of assessment and intervention. In S.R. Jimerson, M.K. Burns, & A.M. VanDerHeyden, Handbook of Response to Intervention: The Science and Practice of Assessment and Intervention. New York: Springer.
Harry B. & Klinger, J.K. (2006). Why are so many minority students in special education?: Understanding race & disability in schools. New York: Teachers College Press.
McDonnell, L., McLaughlin, M., & Morison, P. (Eds.). (1997). Educating one and all:
Defining the Terms in "Exploring the Factors Influencing Student Dropout Rates"
1. Student Dropout
Student dropout refers to the phenomenon where students permanently leave formal education before completing a designated level of schooling. It encompasses individuals who withdraw from school without enrolling in another educational institution or obtaining a diploma or degree.
2. Dropout Rate
The dropout rate is a measure of the proportion of students who leave school before completing a specific level of education. It is typically calculated as the number of students who drop out during a given period divided by the total number of students enrolled at the beginning of....
Institutional and Social Factors Influencing Prejudice on University Campuses Prejudice, a negative attitude towards a particular group based on their affiliation, remains a pervasive issue in university settings. While individual psychology undoubtedly plays a role, institutional and social factors significantly contribute to the formation and manifestation of prejudice among university students. Institutional Factors: University Governance and Policies: Universities' policies and governance structures can perpetuate prejudice. For example, a lack of diversity among faculty and staff can create a sense of exclusion for minority students, leading to negative attitudes towards them. Curriculum and Pedagogy: The curriculum and teaching methods can either promote inclusivity....
Tailoring Economic Policies for Minority Community Empowerment
Addressing the persistent economic disparities faced by minority communities requires a multifaceted approach that includes tailored economic policies designed to facilitate financial success and stability. Here are some key considerations for policymakers:
1. Access to Capital and Credit:
Establish revolving loan funds and community development financial institutions (CDFIs) to provide affordable and accessible capital to minority-owned businesses and entrepreneurs. Implement loan programs with flexible underwriting criteria to cater to the unique financial circumstances of minority borrowers.
2. Small Business Support:
Provide grants, technical assistance, and mentorship programs specifically targeted to minority-owned small businesses. Establish business incubators....
Impact of Financial Problems on SHS Students' School Performance
1. The Economic Burden and its Impact on Academic Success
Explore the ways in which financial hardship places a significant financial strain on SHS students, affecting their ability to purchase textbooks, supplies, and extracurricular activities. Examine how the financial burden can lead to stress, anxiety, and diminished concentration in the classroom. Discuss the potential consequences of financial hardship, such as lower grades, increased absenteeism, and reduced participation in school activities.
2. The Social and Emotional Toll of Financial Stress on Students
Analyze the psychological and emotional impact of financial problems on SHS students. ....
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