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STRUCTURAL INEQUALITIES.
Term Paper ID:29893
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Essay Subject:
Diversity policies of the educational system.... More...
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5 Pages / 1125 Words
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Paper Abstract:
Diversity policies of the educational system. Purpose of avoiding discrimination students might face as the result of institutional power and group prejudice. Discusses whether diversity programs and practices are helpful in overcoming structural inequalities in the educational system, and whether diversity policies help student achievement. Contends diversity is only one solution.
Paper Introduction:
STRUCTURAL INEQUALITIES AND DIVERSITY
Introduction
According to Castania (1996) diversity is both a philosophy and a policy, and both the policy and the philosophy address the differences between groups in America. As a philosophy, diversity explains how all people have both individual and group identities which influence their perceptions of themselves and the world; further, these group identities influence how they are treated in the world. As an educational policy, diversity encompasses all of the programs and strategies schools, school districts, as well as institutions of higher education, use to shape sensitivity and respect of these group differences among students. In this way, schools, colleges and universities are able to better avoid the discrimination and oppression that students might
Text of the Paper:
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The final section of the paper formulatesconclusions regarding the impact of diversity efforts in terms of helpingstudents to overcome the impact of structural inequalities. In other words, the educational system has aninfrastructure that operates as a barrier which denies children equalaccess to opportunities to learn.Nieto (1999) reports that many attempts have been formulated andimplemented to deal with this problem. Schwartz further feels that schools need to implementaccountability measures and develop policies that clearly and behaviorallydefine the standards expected of both teachers and administrators. A key question that might be asked here is whether diversitypolicies, programs, and practices are helpful in overcoming structuralinequalities in the educational system and, if so, to what extent? Second, they need tobegin to specify student competencies and inadequacies in far greaterdetail, e.g., competencies and inadequacies in each subject area and ateach grade level. What does it mean to affirm diversity? ERIC Document Reproduction Service No. In terms of policies, one of theseis an attempt to help students overcome structural barriers throughdiversity programs and strategies. The University of Notre Dame (1999) conducted a comprehensive reviewof the literature on how various diversity programs, projects, and policieshave affected various student outcomes. Cornell University Fact Sheet. In addition, Schwartz (2 1) suggests that schools and schooldistricts should inform faculty of new, successful programs and help themto adapt these programs to their particular schools. (2 1). As an educational policy,diversity encompasses all of the programs and strategies schools, schooldistricts, as well as institutions of higher education, use to shapesensitivity and respect of these group differences among students. (1999). Also, Schwartz statesthat schools must begin to revise funding options making sure to allocateincreased money to school resources, and conduct week or bi-weekly strategymeetings regarding problems. Also, school resources such as libraries are often woefullyinadequate consisting of a few simple books. In thisway, schools, colleges and universities are able to better avoid thediscrimination and oppression that students might face as a function of thecombination of institutional power and group prejudice. The next section of the paper examines research related towhether diversity policies and practices help students to achieve at higherlevels and so overcome structural inadequacies that deny them access toequal educational opportunities. Ina report issued by the Oregon School Boards of Education (2 1), it wasnoted that diversity programs and policies do result in a closing of theachievement gap in which whites traditional academically outperformminorities, at the elementary school level. Structural Inequalities Darling-Hammond (1995) states that there is a certain structure toeducation that operates to keep those at the lower end of the socioeconomicladder poor are under-educated and those at the higher end of the ladderwealthy and better educated. However, the findings also show thatdiversity policies/practices in and of themselves are not the answer. ED 46 191)University of Notre Dame. Document available: www.nd.edu/~soc2/workpap/1999/mth1.pdf. Ofthemselves, they are not a complete solution. STRUCTURAL INEQUALITIES AND DIVERSITY Introduction According to Castania (1996) diversity is both a philosophy and apolicy, and both the policy and the philosophy address the differencesbetween groups in America. Further, Schwartz (2 1) feels that the schools themselves must makeimportant changes. First, they must develop, define, and begin to implementfar more rigorous standards regarding curriculum. ReferencesCastania, K. (1999). Research on Diversity Policy and Programs: Do They Help Students to Overcome Structural Barriers? Diversity and pluralism: What is diversity? The next section of the paper examineswhether these programs work. As a philosophy, diversity explains how allpeople have both individual and group identities which influence theirperceptions of themselves and the world; further, these group identitiesinfluence how they are treated in the world. In other words,diversity is only one solution. Moreover, schoolsthat serve the poor usually lack funds to do little more than teach thebasics. Closing the achievement gap: Principles for improving the educational success of all students. Moreover, the often long daily bus rides can makefor additional difficulties resulting in lack of motivation. Thispaper begins by delineating the nature of structural inequalities ineducation. However, it was also noted thatthe gap begins to widen again when students enter secondary school. Inequality and access to knowledge. Conclusions Is diversity a useful strategy for overcoming structural barriers?Based on the review of research presented in this brief report, it can benoted that existing research shows that some clear benefits can be obtainedby diversity policies and practices. School Administrator, 56(6), 32-35.Oregon School Boards of Education. In a very comprehensive study, the state of Oregon examined a varietyof diversity policies and practices in relation to student achievement. The authors first note that theseprograms do operate to improve the academic achievement of minority andpoor students at both the elementary and secondary level as well as at thecollege level. In particular, the schools that poor, oftenminority children, attend are often very over-crowded so that teachers havelarge student to teacher rations. (1996). ED 382 721.Nieto, S. It can be noted here that several authors have echoed this sentiment.For example, Schwartz (2 1) has called for the simultaneously use ofmultiple solutions to help poor and minority students overcome structuralbarriers. There is seldom money to take children on field trips or offer themclasses that round out their education, e.g., music or art appreciationclasses and so forth. Document available:/www.reeusda.gov/diversity/factshee.htm.Darling-Hammond, L. (1995). Closing the achievement gap. These programs and policies are also said to help studentsgain a more complete and more sensitive understanding of race andethnicity. ERIC Digest (ERIC Document Reproduction Service No. According to Castania (1996), the findingsin this regard are mixed. Whatis needed is for diversity programs and strategies to be one of severalefforts that operate to overcome structural barriers. While some studies show very positive gains tominority students by simply taking them out of their schools and placingthem in better (usually mostly white) schools, other research shows thatthese students can often experience a sense of isolation and apathyregarding their school. Diversity effects on student outcomes: Social science evidence. (2 1). Indeed, many students will sometimes gowithout a desk and have to share a book with others. In addition to diversity programs, Schwartz states that schoolsmust do better at working with parents and with businesses and even otherschools in the area as part of an effort to generate increased commitmenton the part of the entire community to overcome structural obstacles in thesystem. One diversity method of long-standing which attempts to overcomestructural problems is busing. The buildings themselves arecommonly dirty, poorly lightened, and in need of repair. They learn to respect cultural differences and operate moreeffectively in a multicultural environment. Given the foregoing, it seems reasonabletherefore to conclude that diversity policies, programs, and practices willbe maximally successful in terms of overcoming structural barriers when aschool or a school district incorporates them into a battery of additionalpolicies and programs that are geared to overcome these same problems. These are said to include social andlegislative pressures brought to bear toward the goal of equity, new andbetter funding systems, programs that help the system to make the requiredchanges, and new laws and new policies. Document available:www.osba.org/ hotopics/gap/.Schwartz, W.
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