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新西兰建设学论文代写:文化资本和社会经济地位

然而,一些学校根据学生的文化资本和社会经济地位,对弱势群体进行了过度的教育。这使得学校把非裔美国人和拉美裔学生分成了较低的教育组。他们对少数族裔群体的看法错误地将非裔美国人和西班牙裔学生放在了一起,这反映了制度种族主义的做法。这证实了一些研究者的信念,即跟踪教育团体的成立意味着学校系统本身存在种族隔离。对跟踪教育组进行的几项研究提供了消极的结果。跟踪教育组织的实施损害了少数民族学生学习更多技能的潜力,因为分配给他们的教师的能力较差。少数群体的课程设计也不那么具有挑战性,在学术领域的发展机会也较少。那些属于较低跟踪教育组的同学和老师都认为他们是慢速学习者。这极大地影响了他们继续学业的自信心和动力,导致少数民族辍学。有关心理学家声称,学校的跟踪小组的结果可能对所有群体都没有好处。他们无法确定该组织的任何持久利益。

新西兰建设学论文代写:文化资本和社会经济地位

However, some schools based their grouping from the students’ cultural capital and socioeconomic status that results to the disadvantaged minority overly representing the lower educational group. This made schools placed the African-Americans and the Hispanic students into the lower educational group. Their perception about the minority group wrongly placed the African-Americans and the Hispanic students, which reflects practice of institutional racism. This confirms some researchers’ beliefs that the initiation of the tracking education groups implies the existence of racial segregation within the school system itself. Several studies performed on tracking education groups provided negative results. The implementation of the tracking education groups harmed the potential of the minority students to learn more skills because the teachers assigned to their groups are less qualified. The curriculum design for the minority group is also less challenging and provides less opportunity for advancement in their academic fields. The peers as well as the teachers of the students belonging to the lower tracking educational group labeled them as slow learners. This greatly affected their self-confidence and motivation to continue their studies, which resulted to increasing minority school dropouts. Concerned psychologist claimed that the school’s tracking group’s outcomes might not be beneficial to all groups. They cannot identify any lasting benefit to the grouping.

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