Social_stratification_part_2__race_.docx(1) SOC-436 Social Stratification Part II: Race Education is an important role in every person™s life. Almost every person in t
...
Social_stratification_part_2__race_.docx(1) SOC-436 Social Stratification Part II: Race Education is an important role in every person™s life. Almost every person in the US has had some level of education and has experienced school. Race has an impact on education in many different ways in that it affects school statistics, test scores, resources, and many more. One major way that race impacts education is the gap in educational achievement between white and minority students. In the 1960™s most African American, Latino, and Native American students attended segregated schools that were funded at different rates than white schools, according to Linda Hammond (2016). Since, schools have been become desegregated but education experiences for minority students continue to be œseparate and unequal, (Hammond, 2016). According to Hammond, two-thirds of minority students still attend schools that are majority minority and are located in central cities. These schools are also still funded far below schools in suburban districts. Some statistics in relation to race and education are œblack and Latino students are more educationally segregated today than they were two decades ago, students of color with the same test scores as white and Asian students are less likely to be placed in advanced classes, and the most critical factors to effectively promote student success are quality teachers, smaller class sizes, access to high quality after-school programs, advanced curricula a. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
[Show More]