Deck 12: Diversity and Equity Today: Defining the Challenge

Question 1

Consider the constructs of race, ethnicity, gender, social class, and social/cultural capital in thinking about the issue of educational and social equity as it concerns different groups of students. To what degree do you find that considering all these different variables together obscures important differences among them, and to what degree does it illuminate similarities that are profitably considered together?

Answer 1

When considering the constructs of race, ethnicity, gender, social class, and social/cultural capital in the context of educational and social equity, it is important to acknowledge that each of these variables plays a significant role in shaping the experiences and outcomes of different groups of students. However, it is also important to recognize that considering all these variables together can both obscure important differences among them and illuminate similarities that are profitably considered together.

On one hand, considering all these variables together can obscure important differences among them. For example, while race and ethnicity are often linked, they are distinct constructs that can shape experiences and outcomes in different ways. Similarly, gender and social class can intersect in complex ways, leading to unique challenges and opportunities for different groups of students. By lumping all these variables together, it can be easy to overlook these nuanced differences and fail to address the specific needs of each group.

On the other hand, considering all these variables together can also illuminate similarities that are profitably considered together. For example, when examining the intersection of race, gender, and social class, it becomes evident that certain groups, such as Black women from low-income backgrounds, may face compounded barriers to educational and social equity. By recognizing these intersections, it becomes possible to develop more targeted and effective interventions that address the unique challenges faced by these students.

In conclusion, while it is important to consider the constructs of race, ethnicity, gender, social class, and social/cultural capital in thinking about educational and social equity, it is crucial to strike a balance between acknowledging the differences among these variables and recognizing the similarities that can be profitably considered together. By doing so, we can develop more comprehensive and effective strategies for promoting equity and addressing the specific needs of different groups of students.

Question 2

What does "equal educational opportunity" mean? Does "equal educational opportunity" mean the same thing for all students, regardless of gender, ethnicity, socio-economic class, ability, etc.? Explain your position with examples and reasoned argument.

Answer 2

Equal educational opportunity refers to the principle that all students should have access to the same resources, support, and quality of education, regardless of their gender, ethnicity, socio-economic class, ability, or any other personal characteristic. In essence, it means that every student should have an equal chance to succeed in their educational pursuits, without facing any barriers or discrimination based on their background.

However, it is important to note that achieving equal educational opportunity does not necessarily mean treating all students exactly the same. In fact, it often requires recognizing and addressing the unique needs and challenges that different students may face. For example, providing additional support and resources for students with disabilities or those from low-income families is a necessary step in ensuring equal educational opportunity.

In this sense, while the overarching goal of equal educational opportunity remains the same for all students, the specific measures and interventions needed to achieve it may vary based on individual circumstances. For instance, a student from a marginalized community may require targeted support to overcome systemic barriers to their education, while a student with a learning disability may need accommodations and specialized instruction to access the same educational opportunities as their peers.

Therefore, equal educational opportunity does not mean applying a one-size-fits-all approach, but rather acknowledging and addressing the diverse needs and experiences of students in order to create a truly equitable and inclusive educational system. It requires a commitment to identifying and dismantling any systemic inequalities or biases that may prevent certain groups of students from fully participating and thriving in their education. Ultimately, the goal is to ensure that every student has the chance to reach their full potential, regardless of their background or individual differences.

Question 3

Read the AAA Statement on "Race" and reflect on its implications. What kinds of adjustments would people in the United States, both white and minority, have to make in order to truly acknowledge these conclusions? How do you believe this would impact our conceptualizations of teaching and learning?

Answer 3

The AAA statement on "Race" challenges the traditional understanding of race as a biological category and instead asserts that race is a social and cultural construct that has been used to justify discrimination and inequality. This has significant implications for people in the United States, both white and minority.

For people in the United States, both white and minority, to truly acknowledge the conclusions of the AAA statement on "Race," they would need to make adjustments in their attitudes, behaviors, and policies. This would include recognizing and unlearning the biases and stereotypes associated with race, actively challenging discriminatory practices and policies, and working towards creating a more equitable and inclusive society.

For white individuals, this may involve acknowledging and confronting their privilege, actively listening to and amplifying the voices of people of color, and advocating for systemic change. For minority individuals, this may involve reclaiming their cultural identity and challenging internalized oppression, while also advocating for representation and equal opportunities.

In terms of teaching and learning, acknowledging the conclusions of the AAA statement on "Race" would require a significant shift in conceptualizations of race and diversity in education. This would mean revising curriculum to include more diverse perspectives and histories, creating inclusive classroom environments that validate the experiences of all students, and providing professional development for educators to address their own biases and teach in culturally responsive ways.

Overall, the implications of the AAA statement on "Race" are far-reaching and require a collective effort to dismantle systemic inequalities and create a more just and inclusive society. It will take commitment and action from individuals, institutions, and the broader community to make the necessary adjustments and truly acknowledge the conclusions of the AAA statement.

Question 4

The authors contend that social, economic, and political outcomes in this country generally favor men over women, white people over people of color, and upper- and middle-class people over the urban poor and the working class. If this is true, what are the implications for teaching, learning and schooling? Support your position with evidence and reasoned argument.

Question 5

As an ideal, democracy

A) calls for an identical existence for each citizen.
B) promises to equalize outcomes for all citizens.
C) seeks to align with the ideal of economic freedom.
D) All these answers are correct.

Question 6

Differentiated curricula for students

A) has been eliminated as a result of the passage of NCLB.
B) was a foundational component of the meritocratic system.
C) guarantees that only the best and the brightest can go to college.
D) None of these answers is correct.

Question 7

The belief that it is unreasonable to expect schooling to bring about significant academic gains in most students is reinforced by

A) Coleman's data showing that educational inputs make little difference in student achievement.
B) research showing the inherent differences in children's readiness for school.
C) equating lack of opportunity for learning with lack of intelligence.
D) All these answers are correct.

Question 8

Meritocratic explanations for why some groups of students perform significantly better than others

A) assume that the competition for success in schools and society is basically fair.
B) give strong evidence that some groups fail in school because of differences in native intelligence or inadequate family backgrounds, or both.
C) are endorsed fairly strongly by the authors of this book.
D) remain the strongest explanations available for school failure and success.

Question 9

The authors state that "the privileged often find it comforting as well as expedient to interpret...socially derived inequalities as intrinsic personal qualities." This can be seen in practices such as

A) intramural athletics.
B) tracking or ability grouping.
C) cooperative learning.
D) All these answers are correct.

Question 10

In "An Indian Father's Plea," Wind-Wolf's father seeks to have the school and the teacher recognize that

A) his child should not have to learn what the white children are learning.
B) his child has a learning disability.
C) that while his son is being classified as learning deficient, the boy is a very able learner who brings significant intellectual and cultural resources to the school environment.
D) the school should be teaching Indian knowledge, not European American knowledge.

Question 11

Like the term "Asian American," the term "Hispanic American"

A) should always be hyphenated.
B) represents a fairly homogeneous group.
C) obscures a great many within-group differences by applying a single term to a highly diverse group.
D) identifies a group that shares a common language, common culture, and common history.

Question 12

Which of the following contributes to the maintenance of a meritocratic social order?

A) that acquiring the education for which one is best suited is "equal educational opportunity"
B) a belief that educational success will prevent someone from being marginalized
C) tracking or ability grouping
D) All these answers are correct.

Question 13

Confusing culturally diverse traits with character or behavior deficiencies can be one of the hallmarks of

A) meritocracy.
B) pluralism.
C) ethnocentrism.
D) All these answers are correct.

Question 14

Which of the following events served to underline the notion that widespread social inequality and inequities existed in this country?

A) the Vietnam War
B) Brown v. Board of Education
C) the work of Dr. Martin Luther King, Jr.
D) All these answers are correct.

Question 15

Identifying the problems experienced by marginalized groups as deficiencies in individuals, rather than connecting the problems to their cultural histories, can appear to provide justification for

A) differentiated curricula.
B) ability grouping.
C) vocational education.
D) All these answers are correct.

Question 16

Commissioned to examine the apparent lack of equal educational opportunities for all citizens, the Coleman Report found

A) African-American and white students often attended the same schools.
B) differences in school resources had little or no impact on standardized test performance.
C) Brown v. Board of Education effectively eliminated the achievement gap between minority and white children.
D) None of these answers is correct.

Question 17

The cultural deprivation studies

A) continue to exert considerable influence on contemporary educational and social policy.
B) were widely denounced and used as examples of poor research.
C) reinforced meritocratic conceptions of schooling.
D) reinforced meritocratic conceptions of schooling, and continue to exert considerable influence on contemporary educational and social policy.

Question 18

Linda Christian-Smith's research on teen romance novels suggests that

A) teachers are eager to substitute such modern literature for traditional literature.
B) allowing girls to read romance novels has no effect on reading comprehension scores.
C) the sex-typed roles of such novels may be harmful to the development of independence and academic aspirations in adolescent girls.
D) All these answers are correct.

Question 19

The point of Robert Lake's letter to the teacher is, in part, to

A) help her recognize his son's disadvantaged learning background.
B) demonstrate his son's considerable intellectual ability and learning achievements are not being recognized in school.
C) have her recognize and respond to his son's learning disabilities.
D) All these answers are correct.

Question 20

Economic class is an effective predictor of school success because

A) middle- and upper-economic class households usually provide a variety of material and cultural resources that help a child succeed at school, including the language and behavioral codes that are rewarded in the school environment.
B) lower-SES children usually come from homes in which parents don't care that much about school success.
C) higher-SES students usually come from parents whose IQs are high, and the children tend to inherit high IQs.
D) lower-SES children tend not to have high IQs.

Question 21

The authors find the use of the demographic term "race" to be problematic because

A) some people are not really sure what race they are.
B) using the term supports the myth that it is a valid biological term rather than a construct based on historical prejudice.
C) the meaning of "race" varies in different cultures.
D) All these answers are correct.

Question 22

The author's main point in Introduction to How the Irish Became White is

A) becoming an accepted part of the dominant culture is key to being able to successfully compete in that culture, regardless of race or ethnicity.
B) it's a moot point; the Irish were already white.
C) oppression only occurs to people of color.
D) None of these answers is correct.

Question 23

According to Toch, the links between economic status and school labeling are significant because

A) social class may be a more effective determinant of future opportunities than either race or gender.
B) disadvantaged students are three times less likely to be in the academic track than affluent students.
C) disadvantaged students are three times more likely to be in the vocational track than affluent students.
D) All these answers are correct.

Question 24

In his examination of the Irish experience in America, Ignatiev suggests

A) the hallmark of racial oppression is the reduction of all members of the oppressed group to one, undifferentiated social status that lies beneath all others within the dominant group.
B) eventually, all of the oppressed become oppressors themselves.
C) it is impossible to change social classes.
D) None of these answers is correct.