ipl-logo

Racial Tension In High School Case Study

690 Words3 Pages

Example #1

DeFazio, Louis Vincent. "High School Student Attitudes regarding Race Relations and Racial Tension." Order No. 9535734 Temple University, 1995. Ann Arbor: ProQuest.

The purpose of the case study was to examine high school student attitudes regarding race relations and racial tension in the suburban school setting. The students and staff members at the high school experienced racial tension. White students did stereotype minorities according to race and color and tended to consider all students of color as being African-American. Attitudes about race and culture did vary within the five identifiable segments of the student population. Open communications between the students improved race relations

Example # 2

Ysais, Michelle Rae. "Students' Perceptions of Black-Latino Conflicts in Public Schools." Order No. 3491328 University of California, Riverside, 2011. Ann Arbor: ProQuest.

The research done on this project provides a student perspective of the so-called Black-Brown "racial" tension in Los Angeles high schools… A theoretical foundation for examining Black and Latino tensions and their structural influences is provided along with an explanation of the …show more content…

Reading through the timeline and learning that states in modern time had not completely abolished slave laws is alarming. “Slavery would not become illegal until the Thirteenth Amendment was officially ratified on December 6, 1865. Many Southern states resisted ratification even after the Civil War. Delaware and Kentucky rejected ratification and slavery persisted in those states for several more years before the practice ceased. Mississippi did not officially ratify the amendment until 130 years later, in 1995, and did not formally file the ratification until February 7,

Show More
Related
1033 Words | 5 Pages

In this book, author Tara J. Yosso demonstrates how institutional power and racism affect the Chicano/a educational pipeline by weaving together critical race theory and counterstories. Critical race theory is a framework used to discover the ways race as well as racism implicitly and explicitly shape social structures, practices, and discourses(Yosso, pg.4). Counterstories refer to any narrative that goes against majoritarian stories, in which only the experiences and views of those with racial and social privilege are told. The counterstory methodology humanizes the need to change our educational system and critical race theory provides a structure for Yosso to base her research. This results in a beautiful hybrid of empirical data, theory, and fascinating narratives that works to analyze how forms of subordination shape the Chicana/o pipeline, while also exposing how institutions, structures, and discourses of education maintain discrimination based on gender, race, class and their intersections.

Read More
623 Words | 3 Pages

In the experiment “Interracial Roommate Relationships” by Natalie J. Shook and Russell H. Fazio, prejudice in a college setting and changes in prejudice when interacting with people of other races was explored. The experimenters decided that a college dormitory would be the perfect setting to explore their questions. The underlying basis for their questions was the idea that prejudice stems from insufficient knowledge and exposure. For their experiment, they explored two different areas. One being the satisfaction of individuals with their roommates in interracial rooms and same race rooms.

Read More
414 Words | 2 Pages

Louis is still being influenced by racial segregation due to its history and social norms present in the city. The segregated distribution of African-American or minority population influence the political power, cultural, health, wealth, education, and employment (Race in St. Louis. St Louis Magazine, pp. 1-2). Ferguson also face the same pressure of facing certain social and cultural norms associated with racial segregation because it still exists in these cities. Moreover, racial segregation and the impact of RRCs still continue to affect the educational opportunities of today’s Mexican-American community in San Antonio (Educational Legacy, pp.

Read More
976 Words | 4 Pages

The documentary, 13th, by Ava Duvernay highlights the exception of the 13th Amendment, the one line that states that slavery is abolished except as a punishment for crime. Despite those words being there from the moment the amendment was passed, everyone paid a blind eye to it and thought it was an amazing milestone in American history. In fact, this was never a milestone, throughout the past 150 years, despite all of the new amendments

Read More
650 Words | 3 Pages

One teacher Kozol interviewed at a school where 95 percent of the students were either black, asian, hispanic or native american, told him “not with bitterness but wistfully--of seeing clusters of white parents and their children each morning on the corner of a street close to the school, waiting for a bus that took the children to a predominately white school”. (p.203)

Read More
1350 Words | 6 Pages

When kept in the curriculum, it can have a portion of students uncomfortable in a classroom when discussing the topics because of events that took place within their lives. Racism is a continuing problem in the twentieth century, and continues to be a problem in the twenty first century. During Perry’s time in an orphanage, there were nurses who “… hated me… being half-Indian. There was this one nurse, she used to call me ‘nigger’ and say there wasn’t any difference between niggers and Indians” (Capote 128). Racism is still occurring well into the twenty-first century, but with a new aspect, social media.

Read More
228 Words | 1 Pages

Dan French and Warren Simmons’s Education Week article titled “Colorblind Education is the ‘Wrong Response’” describes how teachers have neglected to inform themselves and embrace the different racial, ethnic and cultural backgrounds of their students. French and Simmons argue against teachers taking a “colorblind” approach in classrooms. This “colorblind” approach involves teachers ignoring the racial and ethnic differences in the classroom in order to stimulate racial tranquility. According to French and Simmons, this ultimately causes “students of color, their experiences, and their perspectives to become “invisible” in the classroom”. Teachers should take more initiative towards exploring their student’s cultural backgrounds in order to

Read More
1121 Words | 5 Pages

The decision to attend a white school is a tough one and Junior understands that for him to survive and to ensure that his background does not stop him from attaining his dreams; he must battle the stereotypes regardless of the consequences. In this light, race and stereotypes only makes junior stronger in the end as evident on how he struggles to override the race and stereotypical expectations from his time at the reservation to his time at Rearden. How race and stereotypes made

Read More
744 Words | 3 Pages

I believed that Whites and Blacks were equal however there were no African Americans in my grade school classes from K through ninth grade. There is truth to the assertion that parents’, relatives’ and friends’ negative reactions to people of minority races do send mixed messages to children (Sue & Sue, 2014). I recall that occasionally my father would make negative comments regarding an individual’s ethnicity which demonstrated to me that people could be judged by others based on their ethnic

Read More
1281 Words | 6 Pages

The public often stereotypes low-income youth of color as uneducated, lazy, lacking good family values, unintelligent, unmotivated, etc.. However, poverty among minorities in the United States is not the result of individuals, but rather is the result of structural, social issues that contribute to the poverty. New York City has some of the worst aspects of the American city when it comes to racial issues. In New York City, people of color have being unconsciously marginalized by using various tactics to isolate them. Studies have found that more than half of black and Hispanic youths are terrified of discrimination.

Read More
664 Words | 3 Pages

Dr. CJ, Racial divide is much like other issues we face in a fallen world, in that it will never be eradicated. With that said, I am still optimistic that we can decrease the amount of discontent toward first responders in our communities by matching the mission statements of the organizations with their actions. Or in simple terms, make the organizations more diverse which is in many cases responding to their needs. Clackamas fire (D1) states in its values: anticipate and respond to the needs of the community(clackamasfire.com, n.d., Mission Statement). Which, I do believe D1 does well.

Read More
1041 Words | 5 Pages

Delgado and Stefancic (2011) stated that Critical Race Theory explores how “race, racism, and power intersect to create different circumstances for people of color within society [...] and in postsecondary institutions” (as cited in Quaye, 2013, p. 172). Within the field of higher education, it is important for student affairs professionals to recognize how race permeates all aspects of an individual’s life to fully understand their students’ experiences. Unlike other student development theories, such as Baxter-Magolda’s (2008) self-authorship and Abes, Jones, and McEwen’s (2007) Model of Multiple Identities, CRT places race at the “center of the analysis and assumes that race is omnipresent” in an individual’s life (Quaye, 2013, p. 167).

Read More
647 Words | 3 Pages

According to Voight’s, Hanson’s, O’Malley’s, and Adekanye’s study, many black children reported of having less favorable relationship between their white instructors compared to white students, while black and hispanic instructors tend to have a steady report of positive relationship and attitude with their students from all races (Voight, Hanson, O’Malley, Adekanye, 2015). Moreover, in a sample from the Texas school districts, districts with more Hispanic and Black teachers have better success in their students’ academic performance for all races, compared to districts that have a larger number of white instructors (Voight, Hanson, O’Malley, Adekanye, 2015). This goes back to the discrepancies in a student-teacher relationship when both parties do not share the same understanding of each other’s background and cultures. The rift in the relationship is mended when a mutual understanding manifests between the two. Hispanic and Black instructors already have a similar background with the current students, which makes their attitude towards these groups more sympathetics and understanding compared to a white teacher who may had the mainstream

Read More
211 Words | 1 Pages

In this extended case study, I am going to focus on Greenstown High School and the (Racist) Terms of Endearment. This is a diverse high school and the class in focus is a mathematics classroom taught by a first year teacher. In the classroom, there is an emphasis on equality and diversity. At the start of the year, several techniques were enacted to help students understand racial equity and show a commitment to this in the classroom.

Read More
967 Words | 4 Pages

I did not want to ask anything offensive, yet I wanted to ask enough questions that would give me enough answers to fulfill the assignment. To add, I thought that our struggles and social perspectives would be similar. During the conversation, I learned a lot about Josue, his culture and how he viewed society at Clemson and the United States as a whole. One thing that shocked me during our conversation was how happy and astound he was about his overall experience at Clemson. He never really felt targeted here nor felt any racial slurs from his peers.

Read More

More about Racial Tension In High School Case Study

Related Topics

Open Document