Summary Of It's Like Two High Schools

Although many nations across the globe have made significant efforts to reduce the systemic mistreatments of individuals based on their race, ethnicity, or gender, historical racism and sexism still have major impacts on society today. This is a complex issue to resolve, as many factors such as stereotypes and biases, unequal access to resources and opportunities, and lack of education and understanding of different cultures and ethnicities has roots in historical, cultural, economic, and political factors that shape our society.

Residential segregation has been a persistent issue in many countries, and its roots can be traced back to the legacy of historical racism. A major factor that contributes to racism is pride in one’s land, causing

From previously mentions discriminatory policies and practices to cultural biases and stereotypes, the legacy of racism in education has created significant barriers to success for generations of marginalized students. In order to fully comprehend the impact of these disparities and achieve true equity in education, it is crucial to understand the ways in which historical racism has shaped our current education system. In Lewis and Diamonds “It’s Like Two High Schools”, an observational experiment on the school of Riverview provides an excellent foundation for this understanding. The main point that one should understand from what this reading provides is that treatment and respect demonstrated by instructors and other students has a massive influence on determining the outcome of one’s education and

Research demonstrated in Musto’s “Brilliant or Bad” shows that girls tend to surpass boys, receiving higher grades, achieving high school graduation, and better being considered by colleges. Such depictions can create tension for boys and cause them to feel as though they are insignificant in comparison to the efforts of girls, as previously mentioned, causing male students to perform worse due to a stereotype threat. Though this research examines the idea that female students perform better in school, males too have been proven to perform equally or exceedingly better (“Brilliant or Bad”). Regardless, these unfair expectations may unconsciously contribute to a gender gap in education and can be even more considerable when inspecting students who are conflicted with race and gender. Educators have been shown to have different disciplinary practices amongst students who fit into select categories, causing students to lack in participation based on previous student-teacher interactions (“Brilliant or