Educational Equity and Opportunities for Chicano/Latino Students
Educational Equity and School Funding
This paper addresses the need for equity in education and opportunity for the Chicano/Latino students and also their school funding. Thousands of children from different races and ethnic backgrounds do not have access to quality education. Poverty is one of the known factors of the prevailing inequities in education. Moreover, racial disparities hold in education regardless of economic status. However, these inequities in education are deeply rooted in complex decisions and multiple systems. Unequal opportunities in childcare, wealth, transportation, and health have an influence on disparities in education. “As a result, parents and guardians of the minority might be unable to support their children as they have to travel for long distances so as to do low wage jobs”.
There has been persistence and stubborn attitude toward the Chicano/Latino students in higher education. Students face segregation and inequalities in educational resources because of their social and racial classes. Family members do not possess social and professional prestige therefore; they do not have exposure to human capital. The students have had negative experiences based on exposure to negative stereotyping, perceivable educational, social and economic inequities. There also have been negative effects of attendance to low performing schools and schools that were organized using academic tracking.
Need for the Policy
This policy will provide leadership in recruitment and retention of minority groups and underrepresented students. It’s going to enable students to apply cultural awareness, empowerment and management/leadership skills. Consequently, these students will be able to create opportunities for community and campus involvement, share ideas with other students from different fields and disciplines and at the same time identifying funding opportunities. The principle of Educational Equity will also enable students to realize their full potential in all aspects of life.
Aspects of the Problem
This paper focuses on the following dimensions of Education inequality: class, culture, and gender in higher education. Studies have shown that, despite the expansion of higher education, there is high-income disparity by the members of a state and men still earn more than women. This clearly shows that patterns of inequality continue to perpetuate and reflect social stratification in the high education system.
For instance, in the US, the education system is a pyramid consisting of a few, expensive and selective institutions at the top and several less expensive, less selective institutions at the bottom. Furthermore, there is a strong connection between the students’ social origin, subjects of study and the university destinations. Those who are from the low socio-economic class cluster find themselves at the bottom of the education hierarchy. The privileged students attend the top institutions. The poorer students undertake pre-professional training while the privileged students undertake liberal arts education.
These differences can be explained with reference to the educational support of the university, peer and family, rather than the outcome of individual preferences or differences. Universities also play a crucial role in discrimination against the students in informally deselecting certain students. For example, athletes receive double admissions benefit over the ethnic-minority applicants. The academically gifted students are also unlikely to apply to best institutions. On gender, women are disadvantaged in comparison with men who attend the best schools, and the majority of women engage in subjects leading them towards feminization, and less paid occupations.
Limitations of Policy
Limitations associated with the policy include the government which is decreasing commitment to funding education in schools, despite the increasing number of students from the minority group. At the same time, at the school levels, almost all the white students are routinely taught by people in authority and these people share their culture, history, and language. Consequently, students from the minor community never get a chance to enjoy the advantages of quality education. One current obstacle is the perception of achievement and equity gaps by the state legislature, the media, civic leaders and the community. The current dialogue in the public gives the view that the gaps are enormous, restless and therefore are insurmountable.
Efforts to Improve Educational Equity
There are many efforts made to improve educational equity among students. There has been the administration of standardized tests at several grades throughout the secondary and elementary level. This has been done to ensure that students have the necessary skills to successfully enroll in either the workforce or the institutions of higher learning. There was an emergence of state-level accountability systems where states reward teachers, students, and school and district leaders for improving academic achievement. In addition, in cases where schools perform poorly on vital tests, there is intervention by the state through different sanctions.
Another effort that has been made is keeping racial statistics in order to report enrolment and teachers data to the national government and also to report achievement by ethnicity, race and annual changes. This information is significant in analyzing developments in patterns of educational equity, desegregations and the educational opportunities available at each school. Attendance zones that maintain diversity and avoid racial isolation have been designed. For instance, if a small white community lies next to an overwhelmingly Latino school, the school board had to adjust the attendance zone to include the whites community and as a result, this reduces racial isolation. Promotion of dual-language programs has also been a factor in integrating the system of education and social benefits. In addition, they provide optimal conditions for successful ethnic and racial integration. When dual-language programs have been implemented successfully, they give equal status to each language, and each group of students has to rely on one another in order to become fluent. Another effort that has been made in order to enhance educational equity is the placement of schools in key employment areas. In these schools, workers’ children from different ethnic backgrounds can share their diversity.
The data can be collected through interviewing students that are directly affected by the crisis. This research would help in understanding the role of the state, families, school personnel, peers and the community at large and in ensuring that educational equity is achieved. Data can also be collected from those heading school administrations.
After obtaining this data, it would be analyzed to identify the contributing factors to educational equity and at the same time identify the problems the education policy implementation faces. Further analysis of the obtained data would lead us to extract key topics or issues pertaining to the problem of study. Respondents’ quotes would also be included in the analysis of the findings and would be used to support the research. The intended audience is the students who are discriminated upon when it comes to educational equity. This information will help to identify the current issues of the policy, the contemporary issues facing the Chicano/Latino students and the possible solutions to the problem.
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Educational Equity and Opportunity for Chicano/Latino Students and School Funding policy would be a critical factor in reducing discrimination against Chicano/Latino students as it would ensure equal chances in getting a quality education. These policies will be designed to help students in closing ethnic gaps and creating a favorable environment for education. Therefore, it would be recommended that policies that increase segregation and permit transfers should be changed. Socio-economic integration should be promoted in order to avoid students’ poverty levels. This will decrease the level of racial isolation and therefore, holding the promise of improved academic opportunities and attainment as well as greater political and civic engagement. The school’s officials can also consider the housing trends and work to ensure residential diversity through the targeted use of subsidized households. This will result in diverse neighborhoods.