EDCS Week 4 Notes
EDCS Week 4 Notes EDCS 3010
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This 2 page Class Notes was uploaded by Madeline Shaw on Thursday March 5, 2015. The Class Notes belongs to EDCS 3010 at Ohio University taught by Dr. Sprecher in Fall. Since its upload, it has received 45 views. For similar materials see Education and Cultural Diversity in Education and Teacher Studies at Ohio University.
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Date Created: 03/05/15
Madeline Shaw EDCS 3010 Tuesday 3 February 2015 Week 4 Racism in Schools Race and Membership The Eudenics Movement Eudenics in America Education Faculty in schools during 1900s1920s supported educational eugenic practices led to standardized testing to weed out undesirables A Identifying Levels of Intelligence a IQ test Binet identify those who were not reaching adequate grade level believed in student s capacities to learn i Did NOT believe that intelligence was a fixed quantity ii Used by Goddard Terman and Thorndike to pessimistically and permanently label student s level of intelligence b Army tests classified intelligence of the masses B Julian Nava IQ tests that determined the rest of his educational career a Since MexicanAmerican standardized testing could not give a true representation of his skills classification as slow learners b Later led campaign to ban IQ testing in LA schools Racism Discrimination and Expectations of Student Achievement A Racism and Discrimination Definitions and Dimensions a Discrimination any conduct based on a distinction made on grounds of natural or social categories which have no relation either to individual capacities or merits or to the concrete behavior of the individual person 66 i Doesn t address effects of conduct or move beyond individual level ii Based on both visible and invisible traits b Racism Based on assumptions that one ethnic group class gender or language is superior to others 67 B Individual and Institutional Dimensions of Racism and Discrimination a Institutional discrim eg schools does far more damage than individual bc of power i Power of the larger group indiv bias vs institutionalized prejudice ii Leads to deprivation of rights C The Systematic Nature of Discrimination a Underlying rules of society b No monopoly on prejudice 68 c Institutionalized racism in schools testing groupingcategorizing d System of privilege and penalty 69 D The History and Persistence of Racism in US Schools a Withholding of education blacks and Native Americans b Boarding schools adopt dominant culture c Still segregation in classrooms and schools i White flight 70 differential schooling based on money E Manifestations of Racism and Discrimination in Schools a Eye contact favoritism on skin color etc b Lower graduation rates clearly based on teacher participation vs background 72 F Racism Discrimination and Silence a Colorblindness taught to students not to notice race stunts ability to find community selfidentification as anything other than American G Expectations of Students Achievement a Selffulfilling prophecy favoritism from teachers lead to better achievement even if test scores were the same i Ideal type of student vs slow learners kindergarten classroom b Pizarro researched achievement in schools found that mentoring led to success selfassurance etc c Need for high expectations 81 give hope to students i Criticized as unnecessarily reductionist unrealistic role of teacher H The Complex Connections Between Diversity and Discrimination a Underlying philosophy of ESL programs affect quality of care given to educa on b Classism growing lack of mobility idea that poverty causes academic failure