Race In Education
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Race in education is a big topic that has raised concern for many years. Race means one’s skin color. Race in education has been a state issue in the United States of America as many cases based on this particular topic have occurred.
In these journals, the authors raise several questions, which include. One, is it true that more education among whites results in behavior that directly leads to the reduction of segregation in neighborhoods and primary and secondary schools (Arneback, et.al., 2016)? Second, why does education affect race on behavior (Osanloo, et.al., 2016)?
As a result of the benefits of segregation to many people and outcomes socially, we must look into the mechanisms that cause effects to segregation levels to come up with adequate public policy (Arneback, et.al., 2016). A public policy whose goal is alleviating the effects of race. Again, the investigations concerning the relationship of segregation and education have to go above the norm that education instilling acceptable racial attitudes leads to a lesser segregational behavior.
The author argues that in schools, where education is the main business, scholars are taught and made different from those who are not attending schools. In the entire school lifetime of an individual, one is taught how to think critically and analyze things from a different perspective from non- scholars. In schools, one meets people from different cultures, interact with them, and get to appreciate their lifestyle (Arneback, et.al., 2016). In so doing, one also respects and appreciates the race of the other person. Besides that, scholars are taught the need to respect others’ races.
Still, on the same, the author brings out the second part of the journal as to why education has an effect of race on behavior. The mentality that education enlightens scholars on the matter to do with racial attitudes, premises on psychological models that argue that negative racial attitudes have a composition of inflexible and faulty views (Osanloo, et.al., 2016). Education is supposed to help scholars make informed decisions hence overcoming their deficiencies and misleading beliefs regarding racial groups.
First, education gives scholars with historical, social, and economic knowledge regarding inequalities to do with race. This mostly happens in high school and campus-level, where most scholars are teenage and adult (Osanloo, et.al., 2016). Teenagers and adults tend to understand the dynamics of social life instilled in them by their tutors.
Second, through curriculum activities and discussion in class, secondary and postsecondary institutions offer interactions socially among scholars from different racial groups, which challenges the negativity that a scholar may have towards a particular racial group (Osanloo, et.al., 2016).
Besides, education according to the author, education provides students with well thought critical thinking skills which exclude them from the narrow- minded persons who have negative stereotypes towards racial diversification, giving those scholars the ability to know prejudice as well as its consequences (Osanloo, et.al., 2016).
In conclusion, the author of this particular journal has deeply looked into the race in education. I think the author should have gone deeper into explaining the mechanisms that lead to racial segregation. Doing so will help in effectively amending and implementing public policy to do away with racism. Again, academic gurus should join hands in helping the government in curbing racism in the outside world. This is because most persons start been stereotypes and racists when in school, and as a result, academia gurus must have interacted with such students and knows what contributes to such.
References
Arneback, E., & Quennerstedt, A. (2016). Locations of racism in education: A speech act analysis of a policy chain. Journal of Education Policy, 31(6), 773-788.
Osanloo, A. F., Boske, C., & Newcomb, W. S. (2016). Deconstructing macroaggressions, microaggressions, and structural racism in education: Developing a conceptual model for the intersection of social justice practice and intercultural education. International Journal of Organizational Theory and Development, 4(1), 1-18.