Schooling Poor Minority Children by Bireda Martha R.;

Author:Bireda, Martha R.; [Bireda]
Language: eng
Format: epub
Publisher: Rowman & Littlefield Education
Published: 2011-08-15T00:00:00+00:00

Implications of International Studies for

post-Brown Segregated Schools

There is much that can be learned from international studies focusing on caste minority status and educational outcomes that can be beneficial in transforming the education of poor minority students in the United States. Ogbu (1978) suggests that the ideology of equality of opportunity through education, which is based primarily on the experiences of the dominant group, does not take into consideration the relationship between the dominant and minority group that is based upon the principle of caste. Ogbu asserts that while language, culture, and poverty do influence school performance, these factors by themselves do not necessarily lead to school failure; lower school performance of caste minorities is adapted to their caste-like status.

Among students from caste minority groups in the United States, Ogbu (1978) found a tendency toward mental withdrawal or academic disengagement that begins somewhere between the third and sixth grades. Students from these groups begin to manifest boredom, inattentiveness, effort deficits, and discipline problems. Considering the stigmatizing environments in which they are schooled, this actually should come as no surprise. Gibson and Ogbu (1991) also contend that remedial programs and educational reform movements have been ineffective with students from caste minority groups.

This being the case, teachers and administrators in post-Brown segregated schools would do well to consider:

• Caste minority status, no matter the stated ideals of the society, negatively impacts educational outcomes.

• In whatever society they reside, students who are members of caste minority groups have the same school experiences, which include stereotyping, low expectations, and differential treatment.

• Academic disengagement and negative peer attitudes are predictable outcomes for students from caste minority groups as a result of their school experiences.

• When the school experiences—images held, beliefs about students, and expectations for those from caste minorities—change, educational outcomes for these students will change as well.

• Educational reform efforts will continue to fail for the masses of students from caste minority groups until we acknowledge and address issues related to caste minority status and its impact.

Download

Copyright Disclaimer:
This site does not store any files on its server. We only index and link to content provided by other sites. Please contact the content providers to delete copyright contents if any and email us, we'll remove relevant links or contents immediately.