Higher Education Presentation

Racially Mixed Schools in a Separate and Unequal Society

Maddie Hamrick, Maxwell Cool, Azra Sirajuddin, Kate Davis

This section discusses social implications, more specifically, within a classroom, and how educators can hold themselves accountable in educating students of differing backgrounds. It also looks into the importance of integration without just the sole purpose of representation.

Our first section will talk about what minority students were experiencing at this time. Desegregation of schools had a complex impact on student's lives at this time.

Presentation Outline

Introduction

This chapter sheds light on what school desegregation looked like in different areas at this time. This includes different student experiences depending on racial identity, rapid change in school's on different levels and immense social change inside and outside of the clasroom.

Minority Student Experience

Desegregated Schools

This section will dicsuss some of the many changes that were taking place at this time. The closing of historically black schools, transportation among other things were issues at this time.

Social Implications

-However, once minority students arrived at these schools, they were not given enough support to know that advanced courses were options. - Some minority students who attended predominantly white institutions experience a lack of development in their racial/ehtnic identity. -It is also proven that minority students who attend schools of diverse racial populations, which are usually the schools lacking resources, are less likely to attend college.

Minority Student Experience

.-The intent of desgregating schools and the actual results are two very different things.- As schools began to enroll black and latino students, "white flight" became a huge issue for the United States government. - In turn, the author introduced the term "green follows white" to us. The schools with majority white students were alloted more funds and resources to keep their facilities at their best. - Programs like the majority-to-minority one had the intention of integrating gifted minority students into "white schools".

Based on the reading, what was the intention behind the "majority-to-minority" transfer program, and what kind of impact did it have?

Question #1

pgs. 90-91

The program was "a voluntary desegregation plan through which students of any race could transfer from a school in which they were in the racial majority to a school in which they would be a racial minority.""This program did not succeed...however, because no white students opted to transfer to the predominatly black or Hispanic schools."

Question ONE Answers

As outlined, the minority student experience was academically challenging. A large part of this was a clear favoritism towards white students and white families. This favoritism manifested in a variety of ways:>"Placing the Burden of Bussing" (87) on minority students -- unequal districting >Communities opting to close down historic black schools instead of white ones>Even when white students were integrated into black schools, black culture was often pushed to the sidelines as to make white students feel more comfortable

Desegregated Schools

While prejudice is an obvious element in this favortism, there were a variety of 'practical' reasons that were often linked to systemic disadvantages:>White schools historically seen as academically superior insitituions, but this 'superiority' was the result of systemic advantages>'Good schools' often actually correlated with whiteness, ex. Dwight Morrow>Minority students are seen as poor achievers due to barriers from or ignorance of academeic opportunity

What responsibilities do schools have in addressing pervasive social issues and to what extent should they impact a student's understanding and engagement of these issues?

Question #2

>As seen in Rury reading, schools seemed to be influenced by society as much as the inverse>Since schools are a part of society they have the responsibility to provide the correct tools and resources in order for students to be able to make their own opinions and beleifs about these issues > There is a difference between educating students and implementing certain viewpoints on students> With this schools need to emphasize critical thinking, debating, questioning, and forming their own viewpoints

Question Two Answers

Why is it important for educators to be knowledgeable about diverse cultural backgrounds beyond the purpose of representation and inclusivity? Consider the impact on both the educator and minority students.

Question #3

• It allows for educators to resonate more with their students of differing cultures.

• Fosters more trust between teachers and students when teachers acknowledge childrens backgrounds.

• They can identify and challenge biases.

• Students academics can approve when students feel their needs are addressed.

• Knowing and teaching about differing cultures teaches students to be more respectful, empathetic, and broadens thier viewpoints.

• It encourages critical thinking and prepares them learning worldviews.

Question #3 Answer

Any questions and or concluding thoughts?

Question(S?) #4