Black Education in British North America - Research Paper Example

?Running Head: HISTORY OF BLACK Education History of Black Education in the British North American Colonies of the of the Institution] [Name of the Professor] [Course] History of Black Education in the British North American Colonies The colonization of the North America by the Kingdom of England and the Kingdom of Scotland led to the formation of thirteen nascent colonies which inhabited largely by independent farmers, substantial number of population of African slaves and aboriginal people besides the greater population of English, Irish, Scottish or Welsh ancestry. It constituted a diversified population of different origin and respective historic backgrounds that have been shaping their lives and attitude since their existence. The population consisted one of the most privileged class, that is the people with English, Irish, Scottish or Welsh ancestry, and even one of the most discriminated, neglected and tortured population represented by the slave and aboriginal people. Thus with the formation of the colonies in the North America, diversified people came under the same government and its respective policies. Given the state of the colonies soon after its formation and the entire political scenario of the North America, it was very important to construct a uniting force and direct the future of the citizens into a better direction ensuring equality, human rights, and better quality of living. Moreover, Todorov (1999) states that it was necessary to make an effort to erase the memories of the darker days and instill hope in the citizens. Education was the available means to fight the approaching problems and destroy the seeds of discrimination. Since the North American colony had a good number of black populations against a considerable number of white people so, it was very important to bring them at par with them and not let them feel being discriminated. Hence, this paper “Black Education in British North America” came into being which will refer to several data and information to study the formation of the British North American colonies, the prevalent education system, the history of educating the ‘black population’. It would focus on the structural differences that the black children face in their education, the measures taken to diminish the differences, the extent of its success and the factors which brought about the change. Formation of the British North American Colonies The colonization of North America by the Kingdom of England and Kingdom of Scotland was a culminated result of a lengthy series of attempts and colonization drives by claimants more than one. According to Taylor (2001) the colonization drive in North America began in the year 1607 in the place called Jamestown, in Virginia and gradually colonies were established throughout the entire stretch of America. In America, British were considered as one of the most important colonizers since they established colonies over the largest area and posed a rivalry situation with the Spanish American Colonies in respect to economic and military power. As a result colonization of the America spread over a larger area, with a formidable reach, the British colony in North America gave room for the existence of three types of colonies, namely, charter colonies, proprietary colonies and the royal colonies. The diversity in the types of people, social, economical, and background provided the reasons for chaos and conflict among them on minor or major scale. The colonization drive by the Kingdom of England and Kingdom of Scotland, before the Acts of Union in 1707, led to the formation of the British North America colonies that was comprised of the states of New Hampshire, Massachusetts, Rhode Island, Connecticut, New Jersey, Delaware, Maryland, Virginia, North Carolina, South Carolina, Georgia, Pennsylvania and New York. The formation of the thirteen colonies, with brought together people from not only different states but also people with varied backgrounds – social, economical, cultural, and ethnic; this very reason makes it all the more vulnerable and prone to disruptions. Especially after the American Civil War, the government needed unifying policies to strengthen the basic structure of the states. It also needed to ensure equity in terms of education, livelihood, and opportunity. Special provisions were designed for the discriminated sections in order to bring them at par with conventional population and hence the black population was given their due importance in the British North American Colonies (Synder, 2005). Education in the Colonies According to the observations of Peterson (1983) education was one of the most important element for the restoration of normalcy, order and instilling the hope for equal and just treatment of the citizens. The children being the harbinger of the future generation, they hold the key to the nature of society in the future of the British North American colonies (Peterson, 1983). Proper and non-discriminated distribution of opportunity of education means and access to quality education, the opportunity for applying the gained knowledge in practical living procedure and in professional arena; all would invariably help an individual earn the much needed respect instead of the one of a marginalized section of the society. Such positive feedback would instill confidence and trust on oneself, raise the self-esteem of an individual who had rather been suffered the lack of self-esteem, perished in the hand of federal dominance and looked upon just as a creature who hardly had the right to live (Herrick, et al, 2005). Owing to the highly disturbed state of affairs in the entire stretch of America, the education system in practice during that very time also experienced various lapses. It was similarly unequal and discriminatory. It was during the 17th and 18th Century that America had such an education system. America did not have any public school systems other than in New England. Though New England had the public school system yet it could not provide the education in a non-discriminatory manner. The public school systems that prevailed in New England also practiced strong collegiate and private system. According to the study and analysis of Watkins (2001) the quality and stature of education that an individual received highly depended on the kind of family and social status one possessed. It even reflected high levels of discrimination. The discrimination did not get restricted to the social and family status but it even got stretched beyond that. The ambit of discrimination grew to include discrimination based on the gender of an individual resulting in a serious threat to the social growth (Herrick, et al, 2005). Snyder (2005) observes that as the school favoured in educating individuals belonging from high social status and a very affluent family, it did not even take the proper responsibility of educating the individual. The families of the individual students had to educate their wards and in doing so they took the advantage of deciding the gender to be educated and most of the families choose boys over girls. The families even showed the ultimate sense of discrimination when they chose to educate their boys while ignoring their girls’ needs to be educated. The education that was received either through formal schooling or through non-formal education from the family members a maximum portion of the learning would constitute the basic education in reading and writing; and the ground level learning in reasoning and applying simple numerical concepts for solving simple mathematical and logical problems. The handful of schools which provided education under the ambit of the formal public schooling system, they had strange and unjust favoritism for the students belonging to the ‘white skin’ fraternity. According to the analysed observations of Ferro (1994) even with the discriminated approach and practice of the education system that prevailed in America, it astonishingly registered itself as the most literate group of nations in the world. It had a relatively higher rate of literacy when compared to the world perspective while the rural areas of the South suffered through negligible literacy. With time and increasing number of various influential factors the level of discrimination and its severity began to ease down to allow moderate changes, flexibility and the acceptability of students taking up education also increased. Later on, by the influence of the Puritans a new law in Massachusetts in 1647 ensured town with fifty or families will have an elementary school, and every town with hundred or more families will have Latin or grammar schools. Colleges for higher education were also established the first one being the Harvard in Massachusetts itself. Unfortunately, high discrimination even practiced there like only white skinned male students were only admitted. Provisions for vocational education were also made. The Present Nature and System of Education The education system of America suffered under tremendous discriminatory regimes for its policies and discriminating attitude towards allowing the right to education to individuals. With the change of time and under the influence of a lot of considerable factors there has been a marvelous degree of change in the education system. America is now the United States of America; this modification of the name not only reflects the outlook of the continent and the political mood of its stakeholders but also a marvelous change in the education system that it follows. The gradual shift from observing a conservative educational policies shaped by stoic philosophies and limited resources to a dynamic educational environment that can accommodate a huge number of students from all over the world, with a view that gives importance not only to the varied forms of subject but also to the quality of the offered education. The quality of the offered education is judged by the ability of the individual to apply and implement it in reality and not just in the provided examination sheets (Herrick, et al, 2005). The study and observations of McKenzie (1994) reveals that the education system followed in the United States of America, of which the North America is an indispensible part, has a great appeal to the world. The education system followed in Canada is same as that followed in North America. The education system can be said to have been revolutionized in a way that can include the individuals in a non-discriminatory way. It is for this very reason that North America along with the entire United States of America enjoys 99 per cent literacy rate among all the nations of the world. The education system of North America has undergone a sea change due to which it has become one of the most popular places most searched for in the world; the educational institutes and the universities offer world class education. The focus of the education system followed in North America is centered on the purpose of all round development of an individual while making the individual competent and compatible. The education system followed in North America prioritises the cause of the child which is being enrolled under it. The North American education system follows a three-tier structure of education level much like the Canadian education system. The observations and analysis of Herrick and Stuart (2005) informs that North America follows the same education system that Canada does but it has minor differences with the demarcating lines in the levels of the three-tier education system. The three-tier education system followed by North America has the elementary level, the secondary level and the post-secondary level. The elementary school is the first stage where the child is enrolled for the basic or primary formal education under the offered education system of North America. The enrolling age for the child is a minimum of five years. The elementary school forms a very important place in the life on a child because it would be his or her fist formal education institution which will shape up nascent the intellect, ability, nature and adaptability of an individual. The elementary schools in North America take care of this particular aspect that helps in the later years. On completion of the elementary school within the scheduled year the child gets to enroll in the secondary school which is particularly meant for children from the age of 12 and above. The education offered in the secondary schools concentrate on the academics and extracurricular potentialities on the students and designs a curriculum that will perfectly suit the objectives. The secondary level of education prepares for the post-secondary level of education where the student reaches to its ultimate helm of educational qualification. The post-secondary level of education refers to the college, university or doctorate level of education when the student specializes according to the specific qualities and capabilities of the respective students. The present system of education in North America is a revolutionized form of education not only that but there is close to no discrimination among the students based on gender, caste, religion but there the discrimination with the race has been denying to leave the scenario, only the numbers have been reduced (Loubert, 2005). Structural Difference Which Black Children Face The differentiation and discrimination of individuals on the basis of race denoted by the color is a long standing issue that seems hard to be resolved and which simple denies to dissolve down in the wake of multi-culture-ism and the global fusion of individuals. The very root of the problem is identified to be in the belief of dominance of the white-skinned people over the black with an unwavering mental frame of thinking themselves as one superior and born to behave like the way they have been behaving. The Loubert (2005) remarks that the reason for the discrimination in spite of the liberal forces and the open environment, could be an attempt to prevent the development and excelling march of the discriminated population of individuals who have fought the odds and made it to reach at par with the “privileged” mass. This could be out of sheer feeling of insecurity and attempt to demoralize the opponent. In a way, it is a positive sign for the till-date discriminated black students because it signifies the problem of the white-skinned students with their achievements and that they pose a threat to their achievements. It means that the black students are on a progressive track. The other reasons for the restrictive attempts made by the “privileged community” could be there amazement and sheer ego of not being over powered by the achievements of the black students that could put them in a situation when they and the decision making authorities even, join them to formulate policies that could puzzle or demoralize the black students or the African-American students. The other reason suggested by Loubert (2005) is the sheer unwillingness in accepting the advancement of the African-American students and their impressive competency and compatibility to reach to great heights of success. After such a gap of time and undergoing such phenomenonally changes, certain elements and influencing factors of the society reflect certain traits that seem to have taken the progression back by a considerable number of years and have retarded the rate of progression in an unacceptable manner (Herrick, et al, 2005). Modern day education and the system through which one is formally educated are subject to the investment of huge money and resources. The financial assistance is one of the most important pre-requisites for receiving formal education in the present time. Students with sufficient financial resources can very well afford the education while students belonging from not so affluent families take the help of educational loans to meet the financial requirements of the education system. Discrimination on the basis of color comes into play at this very juncture when the black students are not provided the financial assistance in the form of educational loans. Loubert (2005) observes that the practice of denying educational rights to the African American people began during the period of slavery. The African-American were not considered at par or even worse, they were not considered to be taken under consideration of acceptance in the society leave alone the issue of ensuring them their educational rights, which forms as one of the fundamental rights under the Universal Charter oh Human Rights (Herrick, et al, 2005). According to Loubert (2005) there are a couple of factors that play a considerable role in maintaining the divide. They are firstly, the adopted public polices of the government which does not eliminate the discrimination in educating the minority population in spite of the various attempts of doing away with it. Secondly, it is the various complicated procedures of court litigations where the court rules not to consider the wealth of the student a factor while providing education but it eventually turned out to facilitate the already wealthy group. Thirdly, it is the discrimination in providing employment to African-American individuals. Finally and most importantly, it is the problem of racial prejudice that largely divides the population and increases the cases of discrimination. The African-American students are mostly subjected to the problem of finding acceptance and sense of equality which takes a toll on their psychology and they get extremely demoralized and demotivated. The black children or better identified as African American children are subjected to the above structural differences. Researchers working within the human capital framework found that parents with high income and good education tend to offer right kind of education to their children compared to parents with little economic stability and education. Rumbaut (2005) found that white children have more probability of enrolling for higher education compared to black children mainly because of the difference in the socio-economic status. Immigrant scholars found that children immigrating from one place to another may not possess adequate social and language skills resulting in little addition of education value. It was also found that blacks and Mexicans found it difficult to cope up with socio-economic challenges mainly because of the fact that, they do not have appropriate skills. The sense of equitability is quite good in Canada compared to the United States as there are a number of students enrolling for higher education irrespective of the socio-economic differences. At the same time, Africans and immigrants from Africa find it difficult to enjoy equal rights mainly because of the difference in the equality framework (Rumbaut, 2005). It needs to be understood when Black children migrate from one country to another, they find it difficult to adjust to the different environment. Furthermore, lack of economic stability affects the overall growth and development in a serious manner. Few researchers believed that the same can happen with White children but the overall numbers are quite less compared to Black children. Racial discrimination is again one of the most disturbing issues faced by Black children thwarting their personal and professional growth in a serious manner (Synder, 2005). It can be said that the structural differences are mainly in the form of socio-economic differences and inequality faced by black students. In order to improve this framework, it is important to mitigate the possibilities of racial discrimination along with formulating an education framework favouring the growth of the mind irrespective of the heart. The next part of the discussion presents an overview of different measures being taken and should be taken to mitigate these disadvantages in a systematic manner (Herrick, et al, 2005). It was found that Black students are least likely to be enrolled in the cosmopolitan or thriving cities of the US mainly because of the demographic and social barriers. Furthermore, not many strong and performing schools are located in the poorest neighborhood of the country where Black students live. The little access to good schools creates long term issues pertaining to the growth and development of these students. At the same time, there are few cities where Black students are not allowed to study mainly because of the color of the skin and difference in the social status (Irving and Hudling, 2008). Even though, the government has been focusing on the equality of rights; not many black students are enjoying this right because of the lack of sources and resources and thus affecting their academic growth. Districts with high poverty rates have less qualified and skilled teachers and thus the quality of education gets affected. Latinos and Blacks are also not selected for top exam schools mainly because the demographic difference. This shows that even though, discrimination is not allowed; Black students are subjected to discrimination without being at fault mainly because of the social differences (Henderson, 2009). Government issues funds for free schools and special schools to enhance the education culture and environment but school located in poor districts do not receive proper funds and assistance affecting the educational framework in a serious manner. With less qualified teachers and little access to quality education; the academic growth of Black children often gets affected resulting in little creation of value. Though, the government has designed robust educational policies in the form of education for every child but the social and demographic barriers have been affecting the overall planning and strategies in a negative manner. In this regard, Black children are suffering the most as they have little opportunities to excel well in the academic environment and even if they have appropriate and right opportunities; their demographic profile do not allow them to excel the way they want. These challenges need to be addressed in order to strengthen the educational framework for Black children (Krezmien, et al, 2008). Measures to Lessen the Disadvantages The racial discrimination against African-American students has been in the public scenario for a long time and has even been debated and discussed over on a multiple occasions (Synder, 2005). The debates and discussions and the disturbing account of cases of discrimination and the pathetic outcome of such incidents have even forced the highest decision making authorities to take cognizance and map out a plan of preventing further cases of discrimination. Adopting law in the form of Student Non-Discrimination Act and implementing it in the system is what the decision making authorities assumed it could do. So, in an attempt to lessen the number of incidents of discrimination the government formulated anti-discriminatory law and entailed severe punishment for the one found guilty of committing such crimes. The intention of formulating such a law with stringent punishment was to keep the miscreants away from making such discrimination. As a part of the measures to ensure non-discrimination against the African American students the government has also suggested the educational institute to make provisions for bodies that would look after and keep a check on such acts of discrimination, such bodies would be in direct contact with the government (Anderson, 1998). The institutes are also instructed to adhere to strict laws for the individuals found with guilty discriminating the students on campus. The institutes are also asked to appoint counselors for the aid of the students disturbed with any attempts of discrimination against them. However, the problem has been persisting from a long period of time and requires support and cooperation of many in the due process. It is important for the students to stop the discrimination and authorities need to form stringent rules and policies to make sure that discrimination does not occur. This will help in mitigating the possibilities of discrimination along with finding appropriate way out to deal with such issues in coming years (Synder, 2005). Under Federal Law, all children are entitled for free and appropriate education to facilitate their academic growth and development. However, African American and Latino students do not receive appropriate education and for this purpose, the government has initiated the concept of special schools where under privileged and poor children from different ethnicities especially Blacks are offered quality education (Henderson, 2009). However, the over presentation of African American and Latino students has further created issues in terms of offering them quality education from an early age. In order to ascertain whether poor children are getting appropriate education, the government has created the Individuals with Disabilities Education Act. The federal government has utilized data experts (e.g., the National Center for Culturally Responsive Educational Systems to collect and analyze data pertaining to the disbursement of education at the lowest level. This has also helped in ascertaining the total number of poor children receiving education and children being left out. A study is conducted to assess the reasons based on disparity and discrimination and proper actions are taken. The education system in the US is driven by the referrals of teachers and teachers are thus made to think rationally by facilitating the growth path of deserving students irrespective of the ethnicity and color (Kaiser and McCullough, 2010). The introduction of teacher student programs has also helped in understanding the needs and responsibilities of both the students and teachers respectively. Furthermore, the focus is mainly on creating a robust educational framework where students of different culture and ethnicities can be offered quality and appropriate education (Harry, et al, 2008). There is no doubt that social and demographic barriers along with few other internal and external factors affect the quality of teaching and learning. However, with all these strategies being implemented; the education system seems to be quite positive and value oriented but the quality of learning in poor colonies and cities need to be assessed by forming appropriate strategies and planning (Harry, et al, 2005). The next part of the discussion presents an overview of the discussion in the form of the conclusion. Conclusion Though education is considered as the fundamental right, it is often hard to fathom its position in many colonies both pre and post the American Revolution. There is no doubt that schools have changed a lot in terms of offering quality education to promote efficiency and effectiveness of children. However, the major problem that has been persisting from a long period of time is in the form of racial discrimination. Blacks have always been discriminated in terms of socio-economic differences (Ballard, 1993). Furthermore, a number of Blacks settled in different parts of the US and faced severe challenges in terms of strengthening their position in the American society driven by the Whites and their values. This affected the overall growth and development of Blacks in terms of well educated and financially well off. The government of the US has been strict enough to control racial discrimination but a number of Blacks face racial discrimination issues in schools and universities. This has resulted in serious threat to the human capital along with affecting the social growth (Taylor, 2001). In last few years, the government formulated anti-discriminatory law and entailed severe punishment for the one found guilty of committing such crimes. These initiatives have helped in lessening the racial discrimination to an extent but the real problem is in the form of inequality on the grounds of economic distribution of wealth and power. Blacks are not economically well off and little powerful in the social sphere making them weak and easy targets. The government needs to educate people to respect people irrespective of their color and ethnicity. This may help in strengthening the social framework. However, strengthening of this framework requires help and support of everyone in the society. The immigrants suffer racial issues and face problems of adjusting in a new culture and environment. This may affect the overall conditioning of children resulting in little addition of value and thus affecting the national growth to an extent in the short and long run (Zhou and Kim, 2006). Thus, active participation of the government, educational facilitators, and society is required to enhance the academic growth of black students. References Anderson, J D. (1998)"The Education of the Blacks in the South", The University of North Carolina Press, United States of America Ballard, A B. (1993) "The Education of Black Folk: The Afro-American Struggle for Knowledge in White America", Harper & Row Ferro, M (1994) "Colonization: A Global History", Routledge, Herrick, J M. ; Stuart, K; Paul H. (2005) "Encyclopedia of Social Welfare History in North America", SAGE Publications Harry, B., Arana, P., Klingner, J., & Sturges, K. (2008). Schooling and the construction of identity among minority students in spain and the united states. The Journal of Special Education, 42(1), 15-25. Harry, B., Klingner, J. K., & Hart, J. (2005). African American families under fire: Ethnographic views of family strengths. Remedial and Special Education, 26(2), 101-112. Henderson, J. L. (2009). 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