Equity in Education
By Mary Miller
The education system in America has come a long ways since Brown vs. the Board of Education. At least, at first thought, so it would seem. This decision struck down the separate but equal rule and found that inequality existed in segregation. The case came about when African American children tried to enroll in all White schools closer to their home. Today, after a heated debate in one school district over “home rule”, parents have school choice. It would appear that we are on one accord regarding equality for all when it comes to schooling.
But there is a new system of exclusion existing in schools today, that of social exclusion. I am employed by the Dallas County Academy for Academic Excellence which is the education system for pre-and post adjudicated youth. I witness first-hand how social exclusion had invaded the halls of academia in today’s school. Rigorous state assessment mandates have further expanded this great divide. Students in urban and inner-city schools are faced with many obstacles including bullying, gang violence, and a lack of needed resources. There is a disparagingly difference in teacher quality in schools that serve high percentages of struggling students. Teachers who can best serve these underserved students are usually sent to teach in schools where most students excel. For example several Texas school districts filed lawsuits against the Texas legislature alleging that the legislature inadequately and inequitably distributed funds to some school districts. The school districts became a united coalition against the legislature and a judge ruled in favor of the school districts that the school finance system was unconstitutional and violated the Texas Constitution.
A disproportionately number of minority students are placed in alternative education settings without attempted intervention by their home school. English as a second language and bilingual students still face barriers that impede their education. Students who struggle often attend schools that do not have the needed resources to address their individual needs. Minority students are less likely to participate in extra-curricular activities and are often encouraged to attend a vocational program rather than prepare for a college education. This phenomenon is similar to Jeffersonian belief that certain groups should only attend elementary school to gain the basic skills needed for everyday living. Only certain children should go on to grammar school, mostly males and that grammar school would prepare them for local leadership. Finally, those who would become national leaders should go on to higher education. Today, this same mentality exists within our education systems.
The one constant factor that can eliminate social exclusion is the teacher. One study conducted in Dallas, Texas examined the beliefs of African American males regarding schooling. The participants were selected from inner city middle and high schools. The one key factor that was stated over and over was the relationship they had with their teachers. The students stated that some teachers had low expectations for them and never raised the bar or set high expectations.
Teachers and administrators should make cultural diversity a part of the school curriculum. Diversity should be celebrated every day, not just during Hispanic Heritage or Black History Month. Students should have the opportunity to teach each other about their culture and every member of the school community should embrace diversity and cultural differences. These differences could have positive outcome for all students. Students learn in difference ways. It is up to us, the school community, to capitalize on these differences and build a rich curriculum that embrace the rich heritage that we have at our fingertips.