Professor Lorna Condit
25 April 2013
The Plight of Inner City Minorities
Urban schools are facing increased problems as of late. They're experiencing dilapidated facilities, shortage in teachers, over-crowded classrooms, and out-dated equipment and curriculum (Kozol, 2005). According to researchers we're seeing an increase in resegregation (Kozol, 2005). Inner city schools are overwhelmingly populated by those of minority. We are creating an inequality in education that we haven't experienced since before the integration of schools during the Civil Rights movement. By re-segregating our minorities we have put distinct cultures under one roof. Although our inner city schools are increasingly racially and culturally unique, their teachers are mostly middle-class and white. The teachers, coming from a different culture may find it hard to connect while integrating the student's culture in learning (Rodriguez, 2004). This causes a problem for children of different cultures. They have to leave their own culture to try and learn (Rodriguez, 2004).
Richard Rodriguez (2004) speaks of this issue. Richard was a young latino boy growing up in the public education. He defines the kind of children that have to live in two cultures as “scholarship boys”. These students have to navigate between their home and school environment seamlessly, which are cultural extremes. At home he experiences intimacy and a feeling of public alienation. Time at home is filled with intense emotion. Then, at school, he's taught to trust reason only. At home immediate needs leads the pace of life. His family teaches him the way of spontaneity and knowing things irrationally. Then again, at school, he's taught that there should be thoughtful processing before an action happens. Eventually, to succeed, the student will have to choose the culture brought to him at school over his own. To teach to each culture would be an exceedingly hard task. (Rodriguez, 2004)
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