INEQUITIES IN EDUCATIONAL SYSTEM.   Term Paper ID:24241 Click to get this paper

Essay Subject: Examines causes & effects, arguing for multicultural, pluralistic approach. Integration, politics, administration, legislation, curricula.... More...

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Paper Abstract: Examines causes & effects, arguing for multicultural, pluralistic approach. Integration, politics, administration, legislation, curricula. Paper Introduction: Avoiding Intolerance and Discrimination in the Learning Community Education in a Pluralistic Democracy Although egalitarianism has often been espoused as one of the fundamental goals of democracy, it is obvious that social inequities in the United States have been continuously overlooked (Gollnick & Chinn, 1990, p. 22). Historically, minority groups and women have been subjected to institutional discrimination and barred from access to institutional mechanisms that foster the foundations toward equality (Gollnick & Chinn, 1990, p. 22). Fortunately, however, current political philosophy and rhetoric in the U.S. is moving away from the idea of an assimilationist melting pot toward an idea of cultural pluralism. This newer philosophy advocates a view of society as a blend of diverse cultural, racial or religious groups who maintain Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. This newer philosophy advocates a view of society as a blend ofdiverse cultural, racial or religious groups who maintain their ownidentities while simultaneously sharing a larger common politicalorganization, economic system, and social structure (Wlodkowski & Ginsberg,1995, p. Of course, eliminating discriminatory education practices will noteliminate racial discrimination in all other areas of life. Thus, the period demonstrates that society was aware of theinequities in the educational system. Generally, school reform in the United States has followed a pattern. New York: Cambridge U Press: 156-82.Meier, K., Stewart, Jr., J. 159). A quality education should be available toall American citizens because it forms the basis for access to the otherstructures and institutions that make up the democracy.The Politics of Education One can never forget that education is primarily a political processrather than the neutral application of professional criteria to individualsas has traditionally been espoused (Meier et. 18). Public education in the United States has nevertranscended social or economic stratification; it has merely reproduced it(Bastian et. 22). (1995). al, 1989, p. Race, class, and education: The politics of second-generation discrimination. For multicultural education to become a reality in the formal schoolsituation, the total environment must reflect a commitment to multiculturaleducation (Gollnick & Chinn, 199 , p. However, Meier,Stewart and England argue that equal educational opportunity is still not areality in the United States (1989, p. 36-37). This is the level at which school policy is overtlymade; however, it quickly becomes clear that it is not the only level atwhich this activity occurs. 54). 19). Shortly after the year 2 , one-third of thepopulation will be people of color (Gollnick & Chinn, 199 , p. 12). 43). "Challenges of multiculturalism in democratic education." Public education in a multicultural society Ed. al, 1989, p. The effective result of such a focus is the continuing legacy ofAmerican education. However,equalizing access to quality integrated education will eliminate thejustifications currently given for not affording minorities equal treatmentbecause they are not as well qualified as whites (Meier et. School boards, at least in theory, set the overall schooldistrict policy, including policies on equal access to education (Meier et.al., 1989, p. 36). They will have different needs and skillsthat must be recognized in developing educational programs. al, 1989, pp. al, 1986, p. Teaching mutual respect is a crucial aim of democratic education(Gutmann, 1996, p. 12). al,1986, p. Education and the resulting economic opportunities are also relatedto gaining access to quality housing, good recreational facilities, andother elements of mainstream American life (Meier et. is moving away from the idea of an assimilationistmelting pot toward an idea of cultural pluralism. Thus, despite the stated purpose of elected school boards and theirbureaucracies to adopt facially-neutral education policies applicable toall in a democratic manner, the whole activity of education is ethical andpolitical in nature (Wlodkowski & Ginsberg, 1995, p. 12-13). R. Administrators are so concerned with the appearance ofequality that no one is really considering whether the laws in fact produceequality of access. Whether or not teachers and learnersacknowledge the pervasiveness of politics in their work, politics isinherent in the teacher-learner relationship, in the readings chosen forthe syllabus, and in selecting course content (Wlodkowski & Ginsberg, 1995,p. An approach to teaching that meetsthe challenge of cultural pluralism and can contribute to the fulfillmentof the purpose of higher education has to respect diversity and promotejustice and diversity in society (Wlodkowski & Ginsberg, 1995, p. (1986). Moreover, equal access to quality integrated education is the mostimportant issue facing the United States today because access to qualityeducation affects most other opportunities for discrimination (Meier et.al., 1989, p. 12). Instead of integratededucation with equal-status individuals learning in multiracialenvironments, education continues to be segregated to provide educationthat is separate and unequal (Meier et. Finally, most policies areagain changed and adapted as they descend the administrative hierarchy toindividual situations. And the realization of that ideal is becoming evenmore significant as the demographics of the United States continues tochange. 32). However, such access has been paralleled by the creation bythose who advocate a meritocracy of new layers of educational access thatonly the middle-classes could widely attain (Bastian, Fruchter, Gittell,Greer, & Haskins, et. 25). Traditionally, we have been led to believe that education wouldhelp our children to overcome the inequalities that existed in society andgoverned our lives (Gollnick & Chinn, 199 , p. With the persistence of racism, poverty, unemployment, chroniccrisis, and inequality in education, many people have found it difficult toreconcile their daily realities with the publicized egalitarianism thatcharacterizes the rhetoric of our nation's leaders (Gollnick & Chinn, 199 ,p. ReferencesBastian, A., Fruchter, N., Gittell, M., Greer, C., and Haskins, K. Thehistory of the struggle to provide equal education opportunity is rife withexamples of this type of behavior. Teachers,in turn, apply the administrative rules and procedures to individualstudents (Meier et. Basically, thethree key decision points in local education policies occur when theoverall policy is determined, when that policy is translated intoadministrative rules and procedures, and when the rules and procedures areimplemented by applying them to individuals (Meier et. 17). al., 1989, p. al, 1989, p. In a democracy, proper regard for the position of citizen includesthe mutual recognition that all persons, regardless of the accomplishmentsof their ancestors, are entitled to equal political and civil liberties,adequate opportunity to choose among good lives, and a fair chance tocompete for scarce social offices (Gutmann, 1996, p. 3 ). Nolonger will it be possible to teach all students in the classroom equally,because they are not the same. With the Brown decision, the court redefinedequal educational opportunity as synonymous with desegregation and whenCongress passed the 1964 Civil Rights Act, desegregated schools wereconsidered the means to equal education opportunity (Meier et. Cultural diversity continues to increase but members ofsubordinate groups do not share equally in sociopolitical power (Gollnick &Chinn, 199 , p. 3 ). The history of the struggle to provide equal education opportunitybegan with individuals bringing suits to force administrators to providesuch an opportunity at the local level (Meier et. Teachers exercise discretion in using discipline,encouraging or discouraging students, recommending placement in variousacademic groups, and countless other ways (Meier et. 37). Historically, minority groups and women have been subjected toinstitutional discrimination and barred from access to institutionalmechanisms that foster the foundations toward equality (Gollnick & Chinn,199 , p. The traditional American model withheldrespect from different ways of life and denigrated the contributions ofminority groups and women to American civic culture and has resulted in asociety that reflects these lessons (Gutmann, 1996, p. al, 1986, p. Madison: University of Wisconsin Press.Wlodkowski, R., and Ginsberg, M. 158). Mutual respect is a necessary element of asuccessful democracy because it expresses the equal standing of everyperson as an individual and citizen, and it enables citizens to discusstheir political differences in a productive way (Gutmann, 1996, p. The fact that these problems pervade the system isa testament to the inherently political nature of education and access toeducation in the United States. Philadelphia: Temple University Press.Gollnick, D. 18).Designing Education Curricula in a Pluralistic Society Thus, while the democratic purpose of American public education maybe far from realized it remains an ideal that most Americans value (Bastianet. They conducted a study fromwhich they argued the education available to black students is not the sameas the education available to white students. 137). (1989). San Francisco: Jossey- Bass.----------------------- 9 136). 137). In addition, sharpdifferentials have been maintained in the quality of individual schools andthe vocational tracks to which children are assigned on the basis of theirclass, ethnicity, race, sex, physical and cultural attributes (Bastian et.al, 1986, pp. 18). 31). Overtime the courts were convinced their first definition of equal educationalopportunity in Plessy v. Politicscertainly can be found in the attitude toward nonstandard English reflectedin the curriculum, and in the way schools are unequally funded depending oneconomic class of students served (Wlodkowski & Ginsberg, 1995, p. In addition, federal law bars school boardmembers from making policies so specific that no discretion is left toadministrators. al, 1989, p.54). Nonetheless, equalizing educational opportunity has very little to dowith making adults more equal as that term is understood in a democracy(Gollnick & Chinn, 199 , p. al, 1989, p. 27). The system thatdefines and creates the educational structure and institutions providesnumerous opportunities for apparently neutral policies to be implemented ina discriminatory and intolerant manner according to the vagaries of theadministrative officials with the power to implement those policies. Fullinwider. If access to quality integrated education can be equalized, thendiscrimination in other areas will have to become more overt to beeffective because it can no longer hide behind reviews of qualificationsand credentials (Meier et. 54). Thetraditional American Euro-centric model of education will no longer beapplicable and will be even more discriminatory then than it is now. Economic equality is even more directly tied toeducational equity than is political equality. 19).However, the history of educational structure and school reform in theUnited States is not promising regarding the country's commitment to theseideals. Different sets of individuals dominate these three stages of thepolicy process. 17). 136-37). Multicultural education in a pluralistic society. al, 1989, p.137). From an educational perspective, achieving a pluralistic democraticsociety that meets its ideal of equity and social justice is inextricablylinked to the pedagogical practices of its educational institutions(Wlodkowski & Ginsberg, 1995, p. 27). However, despite the passage ofthese laws, the system continue to discriminate against women andminorities due to its continuing focus on Euro-centric models and theproblems of insufficient funding in educational systems attended primarilyby low-income families. Fortunately, however, current political philosophy andrhetoric in the U.S. 16 ). (1996). Pressure for access and inclusion by minority groups and women has beengradually accommodated by increasing access to established levels ofschooling. (199 ). al, 1986, p. Merely because each citizen has access tothe same quality and standard of education as the next citizen does notguarantee that each will attain the same level of performance and/orsuccess. However, Meier notes that enforcers and opponents of desegregationfought over how desegregation would be accomplished rather than whetherdesegregation actually produced equal educational opportunity at all (1989,p. and Chinn, P. Overt discrimination, inturn, is easier to combat simply because it is open. The school curriculum must beunbiased and incorporate the contributions of all cultural groups.Cultural differences must be treated as differences that enhance ourcommunity rather than deficiencies that must be compensated for (Gollnick &Chinn, 199 , p. al., 1986, p. At each stage of the process, decision-makers have discretion intheir methods of application and implementation and these differing methodsare what can effectively determine the equality of students' access toeducation. al, 1989, pp. The ideaof educational policy as neutral was responsible for the imposition of thetraditional Euro-centric model on generations of American students thateffectively resulted in their repression and oppression. Avoiding Intolerance and Discrimination in the Learning CommunityEducation in a Pluralistic Democracy Although egalitarianism has often been espoused as one of thefundamental goals of democracy, it is obvious that social inequities in theUnited States have been continuously overlooked (Gollnick & Chinn, 199 , p.22). 157). 12). Faculty and staff, as well as administrators, mustknow that they themselves are learners who will be enhanced and changed byunderstanding, appreciating, and reflecting cultural diversity and mustlearn to deal with questions of race, intergroup relations andcontroversial realities in an objective, frank, and professional manner(Gollnick & Chinn, 199 , p. The school reform movement of the 196 s and 197 s, which agitated forpassage of the 1964 Civil Rights Act, was a central part of the ferment forsocial justice that defined the political and cultural climate of thatperiod (Bastian et. al, 1989, p. 32). The pressure exerted on schools, ascentral social institutions, produced an unprecedented series of landmarklegislation, including the Vocational Education Act of 1963 (targeting low-income, handicapped and female students), the Economic Opportunities Act of1964 (establishing the basis for community-based education and trainingprograms), the Elementary and Secondary Education Act of 1965 (the firstbroad federal support for public education), the Bilingual Education Act of1968 (providing aid for bilingual programs), the Education Amendments Actof 1972 (the federal bar on sex discrimination in school services), theEqual Educational Opportunity Act of 1974 (mandating schools to redresslanguage barriers), the Women's Educational Equity Act of 1974 (fundingwomen's studies), the Family Educational Rights and Privacy Act of 1974(assuring access to school records by parents and students), and Public Law94-142 (the Education of All Handicapped Children Act of 1975, mandating afree, appropriate education to all handicapped children) (Bastian et. Through this process, minoritygroups have become universalized and devalued. 16 ).Such discussion is essential toward the process of learning about oneanother and, in turn, teaching each other the tolerance necessary for thefunctioning of the democracy. al, 1989, p. Choosing equality: The case for democratic schooling. However, education plays an important role in attacking the rootsof inequality by helping people affirm their dignity as human beings anddevelop the skills and resources to control their lives in the largersociety (Gollnick & Chinn, 199 , p. For educational scholars and administrators, this newphilosophy of cultural pluralism is most often aligned with a multiculturalstructure and curricula, in which the gender makeup and ethnic, racial, andcultural diversity of the society are reflected in educationalinstitutions, including staff, norms, and values (Wlodkowski & Ginsberg,1995, p. School district administrators play a majorrole in setting such overall policies although their true area ofdomination is in the translation of the general policies into specificadministrative rules and procedures (Meier et. 12). Education mustaim to foster an understanding and appreciation of the social contributionsand life experiences of various groups that constitute society (Gutmann,1996, p. Positions associated withmiddle-class status--attorneys, government employees, physicians,accountants, teachers, and others--cannot be attained without firstobtaining the necessary education (Meier et. al., 1989, p. 137). 31). Ethics and politics also reside in the discourse of learning, inthe imposition of standardized tests, in grading and tracking policies, andin the physical conditions of classrooms and buildings, which send messagesto learners and teachers about their worth and place in society. 137).It is the feeling of a lack of access to these accoutrements that the lackof a quality education fosters. Columbus: Merrill.Gutmann, A. Diversity and motivation: Culturally responsive teaching. Consequently, the general policy is subject to change atthis level according to how it is implemented. 27). School board members, although they face constraints such asbudget, federal laws, and state mandates, retain substantial autonomy toaffect district policies. Ferguson, separate-but-equal schools, did not infact result in equal schools. 42). and England, R. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.

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