Segregation

Segregation refers to the physical separation of two groups, particularly in residence, but also in workplace and social functions. It is important to distinguish between de jure segregation (segregation that is enforced by law) and de facto segregation (segregation that occurs without laws but because of other factors). A stark example of de jure segregation is the apartheid movement of South Africa, which existed from 1948 to 1994. Under apartheid, black South Africans were stripped of their civil rights and forcibly relocated to areas that segregated them physically from their white compatriots. Only after decades of degradation, violent uprisings, and international advocacy was apartheid finally abolished.

De jure segregation occurred in the United States for many years after the Civil War. During this time, many former Confederate states passed “Jim Crow” laws that required segregated facilities for blacks and whites. These laws were codified in 1896’s landmark Supreme Court case Plessey v. Ferguson, which stated that “separate but equal” facilities were constitutional. For the next five decades, blacks were subjected to legalized discrimination, forced to live, work, and go to school in separate—but unequal—facilities. It wasn’t until 1954 and the Brown v. Board of Education case that the Supreme Court declared that “separate educational facilities are inherently unequal,” thus ending de jure segregation in the United States.

De facto segregation, however, cannot be abolished by any court mandate. Segregation is still alive and well in the United States, with different racial or ethnic groups often segregated by neighborhood, borough, or parish. Sociologists use segregation indices to measure racial segregation of different races in different areas. The indices employ a scale from zero to 100, where zero is the most integrated and 100 is the least. In the New York metropolitan area, for instance, the black-white segregation index was 79 for the years 2005–2009. This means that 79 percent of either blacks or whites would have to move in order for each neighborhood to have the same racial balance as the whole metro region (Population Studies Center 2010).

Pluralism

Pluralism is represented by the ideal of the United States as a “salad bowl”: a great mixture of different cultures where each culture retains its own identity and yet adds to the flavor of the whole. True pluralism is characterized by mutual respect on the part of all cultures, both dominant and subordinate, creating a multicultural environment of acceptance. In reality, true pluralism is a difficult goal to reach. In the United States, the mutual respect required by pluralism is often missing, and the nation’s past pluralist model of a melting pot posits a society where cultural differences aren’t embraced as much as erased.

Assimilation

Assimilation describes the process by which a minority individual or group gives up its own identity by taking on the characteristics of the dominant culture. In the United States, which has a history of welcoming and absorbing immigrants from different lands, assimilation has been a function of immigration.

Most Americans have immigrant ancestors. In relatively recent history, between 1890 and 1920, the United States became home to around 24 million immigrants. In the decades since then, further waves of immigrants have come to these shores and have eventually been absorbed into American culture, sometimes after facing extended periods of prejudice and discrimination. Assimilation may lead to the loss of the minority group’s cultural identity as they become absorbed into the dominant culture, but assimilation has minimal to no impact on the majority group’s cultural identity.

Some groups may keep only symbolic gestures of their original ethnicity. For instance, many Irish Americans may celebrate Saint Patrick’s Day, many Hindu Americans enjoy a Diwali festival, and many Mexican Americans may celebrate Cinco de Mayo (a May 5th commemoration of Mexican independence and heritage). However, for the rest of the year, other aspects of their originating culture may be forgotten.

Assimilation is antithetical to the “salad bowl” created by pluralism; rather than maintaining their own cultural flavor, subordinate cultures give up their own traditions in order to conform to their new environment. Sociologists measure the degree to which immigrants have assimilated to a new culture with four benchmarks: socioeconomic status, spatial concentration, language assimilation, and intermarriage. When faced with racial and ethnic discrimination, it can be difficult for new immigrants to fully assimilate. Language assimilation, in particular, can be a formidable barrier, limiting employment and educational options and therefore constraining growth in socioeconomic status.

Amalgamation

Amalgamation is the process by which a minority group and a majority group combine to form a new group. Amalgamation creates the classic “melting pot” analogy; unlike the “salad bowl,” in which each culture retains its individuality, the “melting pot” ideal sees the combination of cultures resulting in a new culture entirely.

Amalgamation, also known as miscegenation, is achieved through intermarriage between races. In the United States, anti-miscegenation laws flourished in the South during the Jim Crow era. It wasn’t until 1967’s Loving v. Virginia that the last antimiscegenation law was struck from the books, making these laws unconstitutional.

References

Population Studies Center. 2010. “New Racial Segregation Measures for States and Large Metropolitan Areas: Analysis of the 2005–2009 American Community Survey.” Population Studies Center: Institute for Social Research. Retrieved November 29, 2011.

Often race and ethnicity are used interchangeably, but really race refers to common physical characteristics and ancestry while ethnicity deals much more with culture (language, customs, and religion). Currently, the number of students from diverse racial and ethnic backgrounds is steadily increasing; therefore, with the increasing cultural diversity in the classroom, teachers will encounter more and more children with backgrounds, beliefs, and languages different from their own.

The concept of America as the “melting pot” was based primarily on the idea of cultural assimilation (incorporating an immigrant group into the mainstream culture), but now the “melting pot” concept has been replaced by that of cultural pluralism (understanding and appreciation of the cultural differences and languages among the nation’s citizens). In the past few years, a lot of attention has been paid to multicultural education. Although its goals seem worthy, there are still seeing a great disparity between cultural groups in many different areas such as academic and social. Interestingly, it is a tough judgement call to make as to whether multicultural education and culturally responsive education is really starting to make improvements on social inequalities. What do you think?

Limited English Proficiency (LEP) is a characteristic of students in America that educators are starting to see in very high numbers. What responsibility do schools have to teach students who are considered (LEP) or (ELL) English Language Learners? Well… in 1974 (yes, before some of you were born), a court case, Lau v. Nichols, basically answered that question. What did they decide?

Another issue that is tackled by schools concerning student diversity is basically bilingual education and ESL. What are the differences? In most schools, bilingual education means teaching students in their native languages so they don’t slide academically while they are learning English; whereas, ESL is defined as programs where students are taught in English and it is believed that of primary importance is the acquisition of the language and that the students’ academics will catch up once they have a strong understanding of the English language.  Which one do you feel would be a more effective approach?  Usually educators of students who are considered ELL feel strongly about one program or the other. Why?

Gender Bias- Feminist Theory

Feminist theory aims to understand the mechanisms and roots of gender inequality in education, as well as their societal repercussions. Like many other institutions of society, educational systems are characterized by unequal treatment and opportunity for women. Almost two-thirds of the world’s 862 million illiterate people are women, and the illiteracy rate among women is expected to increase in many regions, especially in several African and Asian countries (UNESCO 2005; World Bank 2007).

Women in American have been relatively late, historically speaking, to be granted entry to the public university system. In fact, it wasn’t until the establishment of Title IX of the Education Amendments in 1972 that discriminating on the basis of sex in U.S. education programs became illegal. In the United States, there is also a post-education gender disparity between what male and female college graduates earn. A study released in May 2011 showed that, among men and women who graduated from college between 2006 and 2010, men out-earned women by an average of more than $5,000 each year. First year job earnings for men averaged $33,150; for women the average was $28,000 (Godofsky, Zukin, and van Horn 2011). Similar trends are seen among salaries of professionals in virtually all industries.

When women face limited opportunities for education, their capacity to achieve equal rights, including financial independence, are limited. Feminist theory seeks to promote women’s rights to equal education (and its resultant benefits) across the world.

Grade Inflation: When Is an A Really a C?

Consider a large-city newspaper publisher. Ten years ago, when culling résumés for an entry-level copywriter, they were well assured that if they selected a grad with a GPA of 3.7 or higher, they’d have someone with the writing skills to contribute to the workplace on day one. But over the last few years, they’ve noticed that A-level students don’t have the competency evident in the past. More and more, they find themselves in the position of educating new hires in abilities that, in the past, had been mastered during their education.

This story illustrates a growing concern referred to as grade inflation—a term used to describe the observation that the correspondence between letter grades and the achievements they reflect has been changing (in a downward direction) over time. Put simply, what used to be considered C-level, or average, now often earns a student a B, or even an A.

Why is this happening? Research on this emerging issue is ongoing, so no one is quite sure yet. Some cite the alleged shift toward a culture that rewards effort instead of product, i.e., the amount of work a student puts in raises the grade, even if the resulting product is poor quality. Another oft-cited contributor is the pressure many of today’s instructors feel to earn positive course evaluations from their students—records that can tie into teacher compensation, award of tenure, or the future career of a young grad teaching entry-level courses. The fact that these reviews are commonly posted online exacerbates this pressure.

Other studies don’t agree that grade inflation exists at all. In any case, the issue is hotly debated, with many being called upon to conduct research to help us better understand and respond to this trend (National Public Radio 2004; Mansfield 2005).

More on Gender Bias in Teaching

Here is a link to an interview of Malcom Gladwell by Katie Couric. At minute 9 Gladwell speaks about various cultures.
Here is a link to a video in which video Sir Ken Robinson outlines 3 principles crucial for the human mind to flourish
Here is a link to an article Gender Bias in Teaching by Kathryn Scantlebury
Here is a link to and article Judge Rebukes Arizona in Tucson Desegregation Decree: Will Mexican American Studies Return? by Jeff Biggers
Here is a link to a video Banned in Arizona from PBS
Here is a link to and article Controversial Ethnic Studies Courses Return To Tucson By Aalia Shaheed
Here is a link to and article A snapshot of education reform: Latino students in DPS
Here is a link to President Obama’s 2011 State of the Union address at minute 7 thru 24 he speaks about changes and bias