Educators and administrators are uncertain about how to meet the needs of students, especially students of color living in poverty.
Indeed? My experience is that educators and administrators with these students work overtime to meet those needs, and are well informed on the issues such students face.
The fact is that too many educators, for a variety of reasons, have simply surrendered to the forces of poverty and racism.
I’d be curious as to the basis of that statement.
The test scores indicate that Black, Hispanic, and Native American students in the fourth and eighth grades scored significantly lower than their White peers in reading and math. Moreover, Black, Hispanic, and Native American students demonstrate proficiency in reading and math at much lower levels than White students and perform below basic in these subject areas at much higher rates than White students.
All true. However, a disparity of outcome between races cannot be used to conclude racism; that’s backwards thinking. Rather huge cart-horse problem there.
The issue of surrendering to the forces of poverty and racism is referred to by Allen G. Johnson (2009) as passive oppression in our educational system.
Oh. Johnson. Well, he saw oppression everywhere. It’s how he made his living.
Let’s put it this way: If you buy off on the notion that America is an inherently racist nation, then you’ll love Johnson, because he saw it everywhere.
We can begin to change this system of inequity and oppression in a number of ways.
Charter and magnet schools that address the needs of the lower socioeconomic class. KIPP, for example.