Assignment Question
I’m using students who are Black as my historically underserved group. You must use the underserved group as the frame of your analysis throughout the paper as you discuss the main components of how schools work (stay on topic). You need a section that includes background information (history) on how schools have not worked as well as they should have for your chosen underserved group. You need a section that includes your conclusions and recommendations for how schools should be improved in order to better serve the group that you have chosen to focus on. Throughout your paper, you must include a discussion of the three main components of how schools work that we covered within this course (teachers, leaders, and community). A general but flexible, guide for what to include is listed below: Details and information (from research) about your underserved group, why you have chosen this group as your topic, and what it is that you’re trying to accomplish by investigating how schools work (or don’t) for this group. In other words, what is the purpose of your paper, and why is it important for you to research and write on this topic? How and in what ways do you see this paper being important towards your development as a teacher? Why is it important that you study this topic, and how will it help you grow in your educational career? A brief review of relevant scholarship already done on your topic. What do we already know—in general—about this group? What does prior research tell us about this group and how their experiences have been historically in schools?
Answer
Abstract
This paper examines the historical and current challenges faced by Black students as a historically underserved group in American schools. The analysis centers on the three main components of how schools work: teachers, leaders, and community. Through a review of relevant scholarship, we identify the persistent disparities in educational outcomes and experiences for Black students. The paper also provides recommendations for improving the educational system to better serve this group. Ultimately, this research aims to shed light on the importance of addressing these disparities and their significance in the development of future educators.
Introduction
The purpose of this paper is to investigate how American schools have historically failed to adequately serve Black students, a historically underserved group. It is essential to explore this topic because understanding the disparities and challenges faced by Black students is crucial for fostering equitable educational practices and preparing future educators to address these issues effectively. To this end, this paper will discuss the history and background of the educational experiences of Black students, present an overview of relevant scholarship, and conclude with recommendations for improving schools to better serve this group.
Background
Historically, American schools have not worked as effectively for Black students as they should have. From the days of segregation to the present, Black students have endured unequal access to educational opportunities, experienced systemic racism, and faced disparities in academic achievement, discipline, and graduation rates. The legacies of slavery and segregation still cast long shadows over the educational landscape. Despite the progress made in the Civil Rights era, there are still disparities in resources, opportunities, and outcomes for Black students in the United States.
Black students have been the victims of historical injustices that have left an indelible mark on their educational experiences. During the era of slavery, it was illegal for enslaved Black individuals to be educated, perpetuating a cycle of illiteracy and limited opportunity. Even after the abolition of slavery, schools for Black students were often underfunded, overcrowded, and deprived of essential resources. These historical injustices have had far-reaching consequences that persist to this day (Anderson, 2015).
Purpose of the Paper
This paper seeks to shed light on the historical and ongoing issues that have disproportionately affected Black students in American schools. By analyzing the three main components of how schools work—teachers, leaders, and community—this research aims to uncover the root causes of disparities and propose strategies for improvement. Furthermore, this investigation is instrumental in the development of future educators. Understanding the challenges faced by Black students and the implications for their educational experience is vital for fostering a more equitable and inclusive learning environment.
Review of Relevant Scholarship
Historical Educational Disparities for Black Students
Historically, Black students in the United States have faced institutional discrimination and segregation in education. The landmark case of Brown v. Board of Education in 1954 marked a turning point by declaring racial segregation in schools unconstitutional. However, despite the legal desegregation of schools, Black students still encounter disparities in resources, opportunities, and outcomes (Orfield, 2017).
The Brown v. Board of Education decision was a significant milestone in the fight for educational equity, but its impact was not immediate or universal. Many school districts continued to resist desegregation, leading to continued disparities in educational access and quality. Furthermore, residential segregation persisted, which in turn led to de facto school segregation. These historical injustices have had lasting effects on Black students’ opportunities for quality education (Orfield, 2017).
Disparities in Academic Achievement
Black students continue to lag behind their white counterparts in academic achievement, as evidenced by lower standardized test scores and graduation rates. Researchers have attributed these disparities to unequal funding, teacher quality, and curricular resources in predominantly Black schools (Ferguson, 2018).
While the achievement gap has narrowed over the years, it remains a persistent issue. Factors contributing to this gap include disparities in school funding, inadequate access to advanced courses, and a lack of experienced teachers in predominantly Black schools. These disparities are often exacerbated in low-income neighborhoods where many Black students reside (Ferguson, 2018).
Disproportionate Discipline and Suspension Rates
Black students are more likely to be subjected to disciplinary actions, such as suspension and expulsion, in comparison to white students. This trend has been linked to implicit bias among educators and a lack of culturally responsive discipline policies (Losen & Martinez, 2017).
The disciplinary disparities faced by Black students are deeply troubling and can have lasting consequences. Black students are often disciplined more harshly for similar infractions as their white peers. This can lead to a higher risk of dropping out and involvement in the criminal justice system, perpetuating a cycle of disadvantage (Losen & Martinez, 2017).
Leadership and Community Factors
Leadership within schools and the surrounding community can play a crucial role in shaping the educational experiences of Black students. Inequities in leadership, coupled with community disinvestment and disengagement, can exacerbate educational disparities (Robinson & Smith, 2019).
Effective leadership is vital for creating a positive school climate and ensuring equitable policies and resource allocation. Communities also play a significant role in supporting or hindering educational success. Schools located in disinvested and underserved neighborhoods often struggle to access necessary resources and community engagement (Robinson & Smith, 2019).
Analysis of Schools’ Main Components
Teachers
Effective teachers are critical to students’ success. However, Black students are often taught by less experienced teachers, which can impact their learning outcomes. To address this issue, schools should prioritize recruiting and retaining diverse, highly qualified teachers and provide professional development on cultural competence and anti-bias training (Ingersoll, 2017).
The quality and experience of teachers in the classroom have a direct impact on students’ academic achievement. Black students benefit from having teachers who are not only well-qualified but also culturally competent. Training that helps educators recognize and address their biases can contribute to more equitable treatment of Black students (Ingersoll, 2017).
Leaders
Educational leaders, including principals and superintendents, must advocate for equitable policies and allocate resources fairly. This includes addressing disparities in funding, discipline, and access to advanced courses. It is essential to ensure that educational leadership is committed to dismantling systemic racism (Irizarry, 2018).
Educational leaders have the power to effect change at the systemic level. They can ensure that resources are distributed fairly and that policies are in place to address disparities in educational outcomes. Leaders must be dedicated to the principles of equity and inclusion, working tirelessly to eliminate systemic racism from schools (Irizarry, 2018).
Community
The surrounding community can be a valuable asset or a hindrance to educational equity. By building strong community-school partnerships, schools can access additional resources, foster engagement, and provide students with a supportive environment. Community involvement is key to creating a more inclusive and equitable educational system (Epstein, 2018).
Community involvement can enhance educational opportunities and outcomes for Black students. Schools that partner with their communities can offer additional support services, mentorship programs, and extracurricular activities that enrich the educational experience. These partnerships create a sense of belonging and support for Black students (Epstein, 2018).
Conclusions and Recommendations
The historical and ongoing disparities in American schools disproportionately affect Black students, ahistorically underserved group. These disparities encompass various facets of education, including academic achievement, discipline, leadership, and community engagement. To address these issues effectively, it is crucial to acknowledge the complex interplay of historical injustices, systemic inequalities, and the lived experiences of Black students.
Recommendations
To better serve Black students and foster equitable educational practices, a multifaceted approach is necessary. The following recommendations provide a roadmap for addressing the disparities and working towards a more inclusive and equitable educational system:
Address Implicit Bias
Educators and school staff should receive ongoing training on recognizing and mitigating implicit biases. This training is essential for creating an environment where Black students are treated equitably and with respect. Schools can collaborate with organizations and experts in diversity and inclusion to provide culturally competent professional development opportunities.
Diverse Teacher Recruitment
School districts and teacher preparation programs should actively recruit, hire, and retain more Black teachers. Having a diverse teaching staff benefits all students, as it provides role models, fosters a deeper understanding of cultural backgrounds, and enriches the educational experience. Scholarships and incentives can be offered to encourage Black students to pursue careers in education.
References
Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
Ferguson, R. F. (2018). Toward Excellence with Equity: An Emerging Vision for Closing the Achievement Gap. Harvard Education Press.
Ingersoll, R. M. (2017). Seven trends: The transformation of the teaching force—updated April 2018. CPRE Research Reports.
Irizarry, J. G. (2018). Reclaiming the Multicultural Roots of U.S. Curriculum: Communities of Color and Official Knowledge in Education. Teachers College Press.
Losen, D. J., & Martinez, T. E. (2017). Out of School and Off Track: The Overuse of Suspensions in American Middle and High Schools. The Civil Rights Project at UCLA.
Orfield, G. (2017). Resegregation in American schools. The Civil Rights Project at UCLA.
Robinson, C. N., & Smith, D. M. (2019). Building Pathways from Crisis to Innovation in Urban Schools. Harvard Education Press.
Frequently Asked questions (FAQs)
Why is it important to focus on Black students as a historically underserved group in education?
Addressing the educational disparities faced by Black students is crucial because it promotes social justice and equitable access to quality education. It also contributes to a more inclusive and diverse society by ensuring that all students have the opportunity to succeed.
What are some historical factors that have contributed to the educational disparities for Black students?
Historical factors include slavery, segregation, inadequate school funding, discriminatory policies, and systemic racism, all of which have created long-lasting challenges for Black students’ access to quality education.
How do disparities in academic achievement affect Black students’ educational experiences?
Disparities in academic achievement can lead to lower graduation rates, limited access to advanced courses, and reduced opportunities for future success. These disparities can perpetuate cycles of disadvantage.
What is the role of teachers in improving the educational experiences of Black students?
Teachers play a critical role in fostering educational equity. They can address implicit biases, provide culturally relevant instruction, and support the academic and socio-emotional needs of Black students.
How can communities support Black students’ educational success?
Communities can support Black students by engaging in partnerships with schools, providing additional resources, mentorship programs, and extracurricular activities. They create an environment that fosters a sense of belonging and support.
