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Education Spiritual

GLBTG Young Adult Literature Group ,[object Object],[object Object],Are you prepared to teach ALL students?

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Cultural Diversity ,[object Object],[object Object],[object Object],[object Object],[object Object]

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Don’t Discriminate! Just E d u c a t e !

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The purpose of this study is to explore the six attributes of the Resiliency for Academic Success Framework (2002) and the possible relationship to academic achievement among urban high school students with a focus on multiracial students. Trueba (2002) identified six resiliency traits for academic success in his framework: intelligent planning in the pursuit of major goals, delaying gratification for the sake of future rewards, willingness to learn a new language and culture, ability to appreciate and use family support during crises, ability to use multiple personal identities in the process of communicating with others, loyalty to school and family and the wisdom to pursue academic excellence with the love and support of teachers and parents, spiritual strength based on religious, cultural, and linguistic values. Academic achievement was measured by reading and math scores, which are mandatory assessments required for graduation in the state of Illinois. The study used quantitative research analyses: descriptive statistics, correlation, ANOVA, and regression. The sample included 521 students from five diverse high schools, but only 377 students from the five high schools had PSAE reading and math scores to correspond with completed surveys. The findings demonstrated that the multiracial students were not significantly different than other racial groups (Caucasian, African-Americans, Hispanics, and multiracial) in academic achievement. Multiracial students (N=85) in the study had similar levels with mean and standard deviation scores to Caucasian students (n=136). ANOVA demonstrated that differences existed between groups in PSAE reading, but no significant differences existed between racial groups in PSAE math. The regression analyses showed that all students (N=377) had the same three Resiliency for Academic Success factors (overall resiliency average, spiritual strength, and willingness to learn a new language and culture) that were predictive in reading and math PSAE. In addition, all students (N=377) showed that the Resiliency for Academic Success characteristic of ability to use family support during crises was predictive of math PSAE scores.

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Jack Alcineus Bell, D. (2004). Silent covenants: Brown v. Board of Education and the unfulfilled hopes for racial reform. New York, NY: Oxford University Press. This journal describes the author Bell acknowledging the difficulty in accepting the critical view of Brown's pragmatism: "Brown has become a legal landmark, an American icon embraced as a symbol of the nation's ability to condemn racial segregation and put the unhappy past behind us" (p. 130). In Chapter 3, Bell offers a provocative alternative decision to Brown, and argues that by upholding the Plessy v. Ferguson "separate but equal" decision, the Court could have encouraged more realistic and beneficial educational results for black students. Bell claims that in his personal evolution and recognized his responsibility to provide black students with an effective education. He offers two suggestions: reducing the disparities in school funding and the revival of alternative types of inner-city schools, such as independent, private, and charter schools and tuition vouchers. Bell cites several cases that have argued the issues of school financing and makes an integral point: "courts generally do not make the connection between unequal funding and race" (p. 163). Again, as was the case around the Brown decision, black students' needs are being compromised, yet little action has been taken to desegregate the funding (p. 161). Clutterbuck-Cook, A. J. (2017). The Color of Law: A Forgotten History of How Our Government Segregated America. Library Journal, 142(6), 100-101. Clutterbuck, In his journal The Color of Law: A Forgotten History of How Our Government Segregated America, gives an account and history of how the current segregation in schools came to be. He argues that the primary reason for segregation is the government, which has tolerated policies that enhance the same. He goes ahead to give essential data informing us of the rate of prevalence of school segregation in each state. New York makes the list of cities with the highest school segregation practices. The materials also highlight some of the strategies that can be employed to reduce school segregation, which makes it useful for the formation of recommendations. Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York, NY: Teachers College Presshttp://www.uvm.edu/~rgriffin/Darling-Hammond-Anatomy.pdf The author in this article describes dozens of studies how children of color receive less attention in the classroom and have a harder time comprehending the material due to exterior factors. Minority children are usually punished for offenses caused within the classroom or due to behavior. Teachers have been found to hold negative attitudes in regards to their ability, language barrier, potential and personality traits. Most minority children have the least interaction with their teachers opposed to Caucasian children. Small schools and smaller learni ...

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