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Is High School Responsible For Racial Difference In Dropout?

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Is High School responsible for racial difference in dropout?
Introduction
Emile Durkheim argues that education is “the image and reflection of society” (Durkheim). It teaches people the right behavior and good manners which help develop their values and virtues. Education plays an important role as a part of a society which determines the class position and how people move in social mobility. Specifically, the value of high school education has significantly increased over the past few decades. Students with a high school diploma have higher chance of getting a job and more opportunities in job market comparing to those without it. Most Americans agree that high school education creates opportunities and open doors …show more content…

The authors of “High Suspension School and Dropout Rates for Black and White Students” argue that suspension rates somehow influence dropout rates. What causes the students to dropout is the aggressive attitude and inappropriate behaviour. For example, in some school with small percentages of black students, they feel isolated in their school. Their self-protection awareness cause them to have aggressive attitude, so black students are more likely to drop out of school. Many schools that have high dropout rate also have a large minority population. For example, Oakland Technical High School is a public high school located in Oakland, which is ranked in the bottom 40% of school in California with 37.9% African American students, 19.0% of Hispanics and only 21.2% of White students. There is an obvious racial difference in dropout rate. African American students have the highest dropout rate which is 2.9% and 2.4% for Hispanic students,while White students attain only 0.9%. Not only the racial differences, among all these dropouts, male students attain higher chance of dropout than female. Students from ethnic minorities concern more about their peer status and their relationship with others than their grades. popular students should have lower risks of school dropout than their less-popular peers (Staff 446). Staff argues that White students feel like they have higher peer status so they may therefore enjoy school because it provides them opportunities to mingle with their friends. In contrast, black students or asian students are considered as less-popular peers. No matter it’s due to the racial bias or language barrier, these groups less likely to participate or talk get peer acceptance, teacher praise, and even respect from others. Although motivations are different, both black and white teachers are likely to single out black boys for punishment while ignoring similar

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“The intent behind closing these gaps is to break the connection between race or family income and achievement while at the same time continuing to improve the performance of the top students. ”(28) Gaps between race and wealth have always been issues in schools. Historically, children living in poverty are more likely to score lower on tests than those

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The numbers have been proven in both that black students have fluctuated a school’s test scores, but “The Problem We All Live With” shows the impact on a greater scale, compared to a high school

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The American education system provides less resources and inexperienced teachers to schools with low-income students, which are said to be mainly African American and Latino. This continuing inequality has detrimental effects on society. In 2013, only 66 percent of African American graduated on time, while 83 percent of White students finished high school in four years. These facts undermine our core beliefs about education and equality. It also undermines our national ability to be competitive in the global

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This racial segregation in the Minnesotan school system has extremely adverse effects towards students of color. The exodus of white students from primarily black schools leads to a drop in the number of students attending the primarily black schools. As attendance drops, funding goes down with it. This decrease in funding severely decreases the quality of education for those schools.

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American involvement occur because American officials supported the domino theory, which was the belief that a communist victory in South Vietnam would cause non communists governments to fall to communism. “American officials believed in the domino theory, which held that a communist victory in South Vietnam would cause noncommunist governments across Southeast Asia to fall to communism like a row of dominoes. To prevent such a disaster, the United States stepped in to shore up the Diem government” (page 797). America became more involved in the Vietnam War after Diem’s death, the United States started working with ruling generals to defeat the threat from communist rebels. “After Diem's death, the United States became more deeply involved

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However, delving deeper into the issue, Asian-American Success and the Pitfalls of Generalization also stated that “these academic performance gaps within the Asian-American population are in fact just as wide as the gaps between white and black Americans”. This was further emphasized in another source which described how “there are other groups like Cambodian, Laotian, and Hmong that have higher high school dropout rates than African Americans and Latinos. Asian Americans represent both extremes of the spectrum... Chinese and Indians are driving the narrative of Asian American outcomes. Because they're the largest and tend, on average, to do very well, they mask the problems and challenges that other Asian ethnic groups” (Fish).

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Daniel J. Losen wrote a policy brief called “Discipline Policies, Successful Schools and Racial Justice.” This piece is a compilation of reviews conducted by researchers that address racial disparities in schools regarding disciplinary policies. Arne Duncan, the Secretary of Education, delivered a speech that suggested “that students with disabilities and Black students, especially males, were suspended far more than their White counterparts.” For example, research conducted in 2006 found that “over 28% of Black male middle school students had been suspended at least once, nearly three times the rate for White males.” () Another key point is that law makers and school officials should keep schools safe while using alternative practical methods

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Other forms of segregation, such as gender and social class segregation, are still prominent throughout numerous schools nationwide, and it is not always intentional. For example, the city of Detroit contains plenty of schools that holds students coming from high-poverty neighborhoods, which significantly barriers their way to achievement. Most of these students are African Americans, and because of the struggle with poverty, it is hard to obtain an acceptable education, therefore, schools become segregated. Because of the class segregation, below poverty line schools have a reputation of notable lower standardized test scores. In addition, some gender segregation in schools may have statistically higher test scores, but this isn’t the case for all gender segregated schools.

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Youth of color specifically are at an increased risk of being suspended at an extended time out of schools. Consequently, they are casted into the streets, which ultimately sends them into juvenile detentions or into prison. The problem of racial and ethnic disproportionality in the discipline of schools is not new issue. In 1974, in one of the earliest investigations of disciplinary policies and practices, “the Children’s Defense Fund revealed that suspension rates for African American students were between two and three times higher than those for white students”( Thomas Rudd February 05, 2015) Ongoing research are still showing that in many places, this problem have worsened significantly.

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Most importantly, the education and health of minority races are greatly discriminated against as “high-achieving African American students may be exposed to less rigorous curriculums, attend schools with fewer resources, and have teachers who expect less of them academically than they expect of similarly situated Caucasian students (Azzam, 2008)” (American Psychological Association). Furthermore, Fiscella, Franks, Gold, & Clancy states that Socioeconomic status and race/ethnicity have been associated with avoidable procedures, avoidable

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The disproportionately low number of black and Latino students – together which account for about 4 percent of the students in a county where they make up 32 percent of the student population-

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African American males are more probable than those of other set of ethnicities to be suspended from school. They are not properly represented in programs for the extremely proficient, but are in excessively represented in specialized curriculum programs, and out done consistently by their female’s counterparts. As an outcome, African American guys regularly encounter the most difficulties in advanced education situations as both students and

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Asian students perform as well as white students in reading and better than white students in math. Reformers ignore these gains and castigate the public schools for the persistence of the gap. Closing the racial achievement gap has been a major goal of education policy makers for at least the past decade. There has been some progress, but it has been slow and uneven. It isn’t surprising that it’s hard to narrow or close the gap if all groups are improving.

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However, with diversity comes inequalities that people of color face throughout their lives. A particular issue in the United States, specifically in education, is unequal opportunities and treatment in regard to race. Research shows that students from single-parent black families had a high chance of dropping out and participating in illicit behavior (Hallinan 54). While the issue of race is a complicated issue to breach for

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