Sentences with phrase «experience of white students»

How does this compare with the experience of white students?

Not exact matches

In his remarks, Jackson, standing in a sea of blue - and - white supportive placards, stressed his experience on the council of listening to families, working with teachers and students, and helping to negotiate budget and land - use deals.

One of those sketches involves parents (Liev Schreiber and Naomi Watts) who homeschool their son (Jeremy Allen White) while trying to give him an accurate experience of what school is actually like, from the teacher who can't be bothered to remember the students» names to bullying.

Of course I fully agree with many of the more accepted goals of the liberal variants of critical pedagogy whose arch-categories include the following — to foment dialogue, to deepen our appreciation of public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcOf course I fully agree with many of the more accepted goals of the liberal variants of critical pedagogy whose arch-categories include the following — to foment dialogue, to deepen our appreciation of public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof the more accepted goals of the liberal variants of critical pedagogy whose arch-categories include the following — to foment dialogue, to deepen our appreciation of public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof the liberal variants of critical pedagogy whose arch-categories include the following — to foment dialogue, to deepen our appreciation of public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof critical pedagogy whose arch-categories include the following — to foment dialogue, to deepen our appreciation of public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etc..

In the focus groups we ran, people often discussed the downsides of desegregation — the biggest of which is lack of belongingness, especially for students of color who, in many desegregated schools, do not get welcomed in the same way, or get access to the same experience as white students.

We look at level of school (high school, middle school, or elementary school), total enrollment, percentage of the student body that is white, average experience of teachers, and school performance, as measured by the school's academic rank within the state.

This is especially necessary for white students, for whom teaching about this history of racial inequality is more difficult at times because racial inequality is not interwoven into their lived experience.

Over the decades, tens of thousands of students of color have been effectively and happily educated on predominantly white college campuses across this wonderful country of ours, and most of those students look back fondly on their college experiences.

The experience of black and white students diverges as GPAs climb above 3.5.

And of the students who score well on the PSAT / NMSQT, indicating a 70 percent likelihood of thriving in an AP course, of those students, six out of ten Asians will take an AP course, [compared with] four out of ten white students and two out of ten African American students... In other words there is a racial break among kids who could achieve at a high level and are being propelled into more challenging academic experiences; that data needs to be understood.

Some white students do not comprehend the significance of racial discrimination or understand that their own experiences of race are different from those of students of color, leading them to discount feelings of exclusion by their non-white peers.

Concerned about the absence of black and Latino students in the field of computer science, Margolis launched a three - year study of students» computing experiences at three high schools in Los Angeles — one with a predominately African - American student population, one with a largely Latino student body, and a third with a significant percentage of white students from wealthy families.

After two years of interviewing more than 100 black, Latino, and white undergraduates at an elite university, Jack came up with a new way to think about how factors like poverty and socioeconomic segregation — segregation by class — shape the way students experience college.

The dissertation examined the perspectives of African American and white faculty mentors of African - American undergraduate students through a comparative analysis of the factors that influence the faculty members» mentorship of students, the role of formative experiences in faculty's philosophy and approach to mentorship around issues of race, and the advising and counseling strategies employed by faculty when assisting African American undergraduate students negotiate their perceived experiences of racial conflict.

When he controlled for student gender, SES, prior achievement, and misbehavior (e.g, suspensions and fights), and for teachers gender, race, years of experience, teaching credential, and education., Cooc found teachers were more likely to believe that white students, rather than minorities, have disabilities.

The lawsuit was initially brought by Abigail Fisher, a white student who was denied admission to the University of Texas and claims that she experienced racial discrimination.

The athlete, we discover, is relegated to dead - end remedial courses and is allowed to persist in his delusion that his athletic prowess will win him a full ride through college; his experience prompts Maran to explore in some detail how academic tracking and other more subtle differences in teachers» expectations contribute to a situation where 60 percent of white Berkeley High graduates attend a four - year college, while only 14 percent of black students earn enough credits to do so.

Over time, many marginalized people associated with the higher education enterprise said that it wasn't enough just to be there, there was a desire for a condition of experience that matched (and at times) supersede that of dominant - identified (or, in this case, white) students.

Instead of using her experience to address the persistent achievement gaps between black and white students, Amante was directed to hold students back a year when they couldn't meet standards academically.

Second, white students expect black and Latino students on campus — all of whom are assumed to have benefited from affirmative action — to have had a particular life experience that will contribute to the diverse learning environment.

If black students in the sample continue to lose ground through 9th grade at the rate experienced in the first two years of school, they will lag behind white students on average by a full standard deviation in raw math and reading scores and by more than two - thirds of a standard deviation in math even after controlling for observable characteristics (the gap would be substantially smaller in reading).

On average, a black student with a black teacher in a school where more than two - thirds of the student - body is black is still more likely to experience exclusionary discipline, compared to a black student assigned to a white teacher in a school where black students accounted for less than a third of the student population.

The theory behind the «school - to - prison pipeline» concept is that black and Latino students experience harsher discipline in school than their white peers, and that these school - based experiences increase the likelihood of their eventual engagement with the criminal justice system.

During the 1970s the school district had experienced a massive exodus of middle - class white and black students.

«Today, the White House Summit validates the hard work of school board members, students, parents and educators in Rochester City and Hillsborough County, and other districts that have played a leading role in using technology to strengthen the high school academic experience,» stated Thomas J. Gentzel, Executive Director, National School Boards Association (NSBA).

Contrary to the arguments of some conservative reformers, focusing on achievement gaps even helps White middle class children by improving the quality of teaching, curricula and school environments all students experience.

Lauren Mims, Assistant Director of the White House Initiative on Educational Excellence for African Americans also shared her experiences visiting with students across the country and the impact she sees when engaged families place importance on student support.

As a result of his own educational experience, he was drawn to work in education by his desire to close the opportunity disparity between students of color and white students.

As White teachers who did not grow up in the city of Chicago, we understand that we do not share the same lived experiences as many of our students.

Now retired, Holtz says his experiences teaching and working in a number of school districts of various sizes and demographics make him a superior choice to Evers at a time when Wisconsin has been labeled as having the largest gap in academic achievement between black and white students in the nation.

Students of color are even more underrepresented among graduates with education majors, at least 82 percent of whom are white.65 This disparity could be related to a number of factors students of color face, including negative experiences with the public education system; 66 the additional costs and time involved for teacher credentialing; 67 or pressure from their families to seek out higher - earning and higher - status jobs and career tStudents of color are even more underrepresented among graduates with education majors, at least 82 percent of whom are white.65 This disparity could be related to a number of factors students of color face, including negative experiences with the public education system; 66 the additional costs and time involved for teacher credentialing; 67 or pressure from their families to seek out higher - earning and higher - status jobs and career tstudents of color face, including negative experiences with the public education system; 66 the additional costs and time involved for teacher credentialing; 67 or pressure from their families to seek out higher - earning and higher - status jobs and career tracks.68

According to the U.S. Department of Education's Office for Civil Rights, about 5 percent of white students have been suspended during their schooling experience, compared with 16 percent of Black students.

Combined with his extensive experience, Blake was invited to serve on White Pine's School Improvement Team, partnered with the committee charged with developing the Technology Curriculum, and spearheaded a dedicated partnership between Saginaw Valley State University's College of Education prospective teaching students and White Pine's teaching team.

The research also revealed a racial dimension with 56 % of Asian and 42 % of black students saying they had experienced tutoring, compared with 25 % of white children.

With this lesson plan, students will compare and contrast firsthand and secondhand accounts of Ruby Bridges» experiences as the first African American to attend what was once an all - white school.

While it's evident that white teachers are also capable of nurturing students, teachers who are ethnically similar to their students are more likely to live in the same neighborhoods and share common experiences.

The experience of receiving white teachers throughout students of color's educational trajectory imparts what scholar bell hooks * names the hidden curriculum — the unexamined, implicit cultural values that are communicated to students.

He finds that African American students are much more likely to be identified for special education, to be diagnosed with Emotional Disorders (ED), to be removed from mainstream classrooms into more restrictive environments, and to experience out - of - school suspensions than are White or Asian students.

Bair, having been superintendent in wealthy cities such as Lexington, Massachusetts and Carmel, California, had no experience within cities such as Hartford, where the exodus of white families to the surrounding suburbs contributed to the decrease of white students in Hartford schools and the increase of minority students, in this case black and Puerto Rican students.

As the Parkland students attract national attention, a White House visit and letters of support for their demands for gun reform, McDade and other Chicago teens whose lives have been affected by gun violence say they aren't envious that they haven't experienced a similar spotlight.

Research on the impacts of integrated schools and my own experience attending racially integrated schools in the 60's and 70's, has shown that there can be huge benefits to all students — whether disadvantaged or privileged, white, black or brown — when attending a diverse school.

Further, many of the teachers said they empathize with students» out - of - school experiences differently than do their white colleagues and that this has an effect on the quality of their instruction.

In many classrooms, everyday curricula does not reflect a diverse range of history or experiences, and instead favors White students» history and experiences.

Oakland Tech High School teacher, Steve Wright shared his experience of studying school - wide grades by demographic and feeling deeply concerned about the achievement gaps between white, African American, and Latino students at his school.

For example, a white female student could be from a single parent household, with a father that is incarcerated and a disabled mother, a female African - American student will have a very different experience of school than a male Native - American student.

Discipline problems increased for all subgroups in the study when around more older and retained students, but white students and girls of all races experienced the largest jump in discipline issues.

In particular, educators honed in on the disproportionality of disciplinary actions that students of color experience at the hands of a largely white teaching force.

I have experience as a tour guide, I fit the profile of the typical young white girl who's an art history student doing a guided tour.