Structural Inequality in the American K-12 System - Essay Example

Structural Inequality in the American K-12 System          Introduction       America has long since been a melting pot of cultures and ethnicities. A lot of people came to America in hopes of providing better futures for them and their families. Some have come not on their own free will, like the African Americans who were brought in as slaves during the early colonial times. But all of these factors have helped in making America’s schools a culturally diverse organization (Jackson, n.d.).       One of the problems that the American schools are facing right now is how teachers as leaders can adapt to this cultural diversity. The current curriculums in American schools have not changed and this sometimes poses a problem in terms of academic achievement both for the teacher and the student (Eaton & Orfield, 2003).       Children of immigrant parents, even those who are fifth or fourth generation offspring are still culturally tied to their heritage. And because the United States is still growing in population in terms of immigrants, one of the problems that the country faces today is the quality of education (Suarez-Orozco & Suarez-Orozco, 2001).       With the influx of immigration, Americans are asking the question as to how much publicly funded services should these immigrant families be entitled to? These are some of the questions posed, together with the concern about homeland security. The decrease in public school funding because of the influx of immigrant has now taken its toll. The lack of funding has made public school curriculum outdated. Because of this, some students find it hard to adapt to their course work in college (Suarez-Orozco & Suarez-Orozco, 2001).       A brief history of the American K-12 Education System             It can be said that most of the formative education years around the world is based on the K-12 system. K-12 in the American education system means from Kindergarten to grade 12. American public schools have a unified curriculum that means the quality of education is the same in all states. It is termed as “One track for all”. The reason behind this standardization is that it will provide adequate skill and knowledge for students who will pursue higher education or college. These years can be defined as the formative years in a child’s education (Lewis A., 2000).       The public education in the United States is funded locally by each state government. Hence how a school and their needs are provided lies in the hands of the state and from the taxes that their residents pay. This system of public school funding has stemmed from the years of early settlers in the United States where much of the governance of schools relied on the local form of government (Lewis A., 2000).       Because of this local funding, some schools may be governed with local laws. With the influx of immigrants there became diversity in the population of public school students. To date, there are some public schools where almost twenty-five percent of the student population comes from parents who are Southeast Asian immigrants. Another big minority group of students are Latino children (Lewis A., 2000).       The cultural diversity of American schools has not been one without much controversy. After the abolishment of slavery in the American Civil War, government school funding went to all-white public schools. And even before the Civil War, African American children were denied the right to an education. This meant that the schools for the children of freed slaves received little to no funding. With the abolishment of slavery and the children of African-American children gained access to formal education, it also paved the way for segregation among public schools (Lewis A., 2000).       This form of segregation did not only apply to race. Segregation and discrimination was seen also with children who have learning disabilities. Children with learning disabilities before could not be given much needed education and care by special education teachers because there was no such branch in the education system until 1950. The changes in the American education system in providing public education for children with disabilities came at the time when African American children clamored entrance to state colleges and better funded public schools in the 1950’s (Lewis A., 2000).       A lot of the public schools curriculum and activities rely on local government funding. The funding is used to pay the teachers’ salaries and maintain the school grounds. The maintenance of the school grounds also means making improvements such as classrooms and other facilities as the population of the students grow. The school funding also pays for the books that the children will use, including other school items that students will use such as pencils or crayons for the small children (Eaton & Orfield, 2003).       With school funding given preference to all-white schools, schools for minorities suffered. Students graduating from such k-12 schools lacked the knowledge for them to adapt to rigorous course work in college. African American students were even discriminately refused enrollment to state colleges and universities because of race. These children were also denied entrance to good K-12 public schools (Eaton & Orfield, 2003).       In the 1960’s a law was passed in order to abolish this discrimination and segregation in the American public school system. Known as the Brown Ruling this law states that no student should be denied the right to education because of their race. This paved the way for diversity in public schools. But even with this ruling there are still forms of discrimination and segregation in some K-12 schools (Eaton & Orfield, 2003).       The Roles of Leadership in a K-12 System       Leadership plays an important role in making sure that the schools are able to provide students with enough knowledge as they go on to college. Teachers are one of the most effective leaders in a classroom setting where they mold the minds of young people. Today even in poorly funded schools there are some ways that teachers and administrators can do in order to bridge gaps made by this inadequacy in school funding ( Kirst, M., 2005).       Local community elementary and high schools before were small in population. Children would often hold class in a one room school. These were overseen either by the local clergyman or the teacher themselves. As school populations began to grow, so did the need to appoint principals or school administrators who had the skills and expertise to run such a culturally diverse organization (Berry & Beach, 2006).       One of the values that a leader can also bring to students and teachers in K-12 schools is to eliminate segregation and racial discrimination. Such discriminations can be seen in current public schools today where Latino children are segregated because some of them are not able to speak or understand English. This poses a problem in terms of providing education to these groups of students. While some states may provide in their curriculum language subjects in order to help these student, it depends still on which state the public school may be located ( Kirst, M., 2005).       Even with the Brown ruling and many changes in the educational system, African American children are still experiencing what is termed as educational malpractice. Too little emphasis is given to African American children who excel in schoolwork. The educational malpractice also accounts for the number of school drop outs because of language discrimination. Because some African American children still experience some forms of discrimination, their academic achievements are overshadowed by reports of failure (Jackson, n.d.).       It is important to provide good education to minority groups such as Muslims, Latinos or Asians because these children will become part of the society where society leaders may come from. These children should also not feel any discrimination in order to mold their sense of patriotism and not feel that they are indeed part of a minority. After their K-12 years, these children will also become part of the voting populace. So local government leaders also play an important role in making sure that these children who are in their district are provided the best education that can be had ( Kirst, M., 2005).       Teachers and administrators also play a part in making sure that there will be less senior year drop outs. The rise of senior year dropouts has increased over the years. One of the factors that play a part in this rise in numbers is that few seniors receive incentives pursuing higher education. The curriculum also for the senior year does not integrate or prepare students with general education classes in college ( Kirst, M., 2005).       One more reason for school dropouts is the prevalence of racial discrimination that is still evident in some schools. African American children are sometimes singled out because of their accents. It cannot be said that these children have longer learning curves than other children. In only less than half a century where education was made more available for African Americans, they were able to excel again those ethnic groups who have access to public education longer (Jackson, n.d.)   Systems Thinking and Intervention       Systems’ thinking is an innovative way in order to address cultural diversity in classrooms. Here the problem is broken down and teachers as leaders are given an opportunity to step back and assess the connection of each element as a whole. The educational system has changed little in its’ curriculum but the number of students coming from different ethnic backgrounds have increased dramatically over the years (Jakcson, n.d.).       Systems thinking can help K-12 teachers and students identify the problems why there is a gap between the high school curriculum and college. This can also address the possible causes of school drop outs and help address those concerns. With all the problems facing America’s educational system, one thing is for certain and that is change is needed (Kirst, 2005).       The history of systems thinking comes from the works of the psychologist Gestalt and other psychologists. They emphasized on holistic thinking where the mind is considered as a whole rather than in parts. Ludwig von Bertalanffy coined the term systems thinking in the 1930’s where he devoted principles that will apply to all systems (Sanal, 2004).       This same principle can be adapted to the K-12 system and the possible problems stemming from diversity. Even though that K-12 was devised in order to unify or standardize the quality of education in American public schools, there is still room for improvement. Even without the cultural diversity, children are already diverse because each one has a different learning curve. Teachers are trained in order to make sure that they are able to teach even the most difficult student in the class (Kirst, 2005).       The current curriculum is not set up for children whose primary language at home may not be English. This is because cultural diversity was not seen by educators before. Even teachers are not trained in college to adapt to this multicultural diversity. Schools now have to either provide classes for these children so that they can learn English and cope with their school work (Suarez-Orozca & Suarez-Orozca, 2001).             The ethnic backgrounds of these students also play an important role on their success in their school work. Children of immigrant parents may be burdened with the fact of their parents’ sacrifice to uproot them from their home country in order to provide better opportunities. This fact makes these students try to excel more in their school work (Eaton & Orfield, 2003).       Some schools and colleges are acknowledging that the way some college application policies are handled need to be changed. This is in order to give way to students who are better qualified in being admitted to college. This is where the disconnect in the transition from high school to college happens, when teachers and college advisors encourage students to apply to a college or university, only to be turned down. This added anxiety becomes a problem for students and some may even be discouraged from pursuing higher education because of this (Eaton & Orfield, 2003).       Society should also view education as quality rather than quantity. Children of immigrant parents encourage their children to learn from public schools because they know its importance. Because public schools do not deny children from attending classes, teachers and schools are sometimes overcrowded. The overcrowding of classes has an effect on the quality of education that teachers may be able to give. This can be an added strain to teachers who may need to adjust their teaching style and methods because of the added cultural diversity of students (Lazerson, 2005).    How the K-12 system Affects College Preparedness       K-12 provides basic education for children and teenagers. This curriculum is a knowledge base in order to prepare them for college. This time period also develops their study habits and interests. Teachers are known to encourage students with their interests in arts, literature and science. Most student take up college courses that have a connection in their K-12 curriculum (Kirst, 2005).             Even with changes in legislature affecting America’s education system, there is still much disparity and inequality seen. This inequality is long-rooted and is still seen in today’s colleges. One example for this is the admission of students to state colleges from segregated public schools against culturally diverse public schools. There are some states in the United States that give preference to students who will graduate top of their class. This is especially true if the student comes from a segregated school. That student is granted admission to the state college, given preference over a student coming from a diverse school with better grades and course-work but did not graduate as top of their class. The students coming from diverse schools are also at advantage over those coming from segregated schools in terms of social interaction when they enter colleges that are predominantly white (Eaton & Orfield, 2003).       Another important role k-12 schools and teachers have in preparing students for higher education is the integration and transition of academic subjects. Many seniors also take up remedial classes in their freshman year because their curriculum in their senior year did not prepare them for their college course work. The subjects usually taken in remedial classes are those in math and science (Kirst, 2005).   How they all connect             There are some junior and state colleges that work hand in hand with community k-12 schools in order to make sure that their seniors are able to pass and enter college. College students from these state or junior colleges who plan to become teachers themselves assists these senior high school students. They tutor and prepare these students for college entrance examinations (Franco , n.d.).       Teachers also play an important role in preparing students for college. One of the set backs though is that they do not have enough resources in order to do so. Unlike college advisors, teachers do not have first hand information on college application tests. The high school evaluation exams that they administer do not always go in line with college curriculum and this is where they, as leaders and teachers fail in assisting their students in their transition to college (Kirst, 2005).       One of the factors that seem to play a role in the way students are less prepared in their course work when they enter college is that little has change in the curriculum of the K-12 system. This is evident in the number of students not pursuing degrees or failing in their academe. Changes need to be done in order to ensure that the public school system is equipping young minds of what they will need when they go on to college. Cultural diversity should also be given much importance with most of the population in public schools coming from mixed ethnicities. Teachers should have the necessary skills to teach all children regardless of race (Jackson, n.d.).       One way of ensuring that high school students pursue their college education is to make them understand the financial gains of having a degree (Franco, n.d.).   Structural Inequality and Diversity       Because there has been much influx of immigrants from all parts of the globe to America, its public schools are very much diversified. Most of the ethnic groups like Asians and Latinos who attend school are children of immigrant parents who have come to America in search of a better life. One of the qualities that make public education appealing for most ethnic groups is that they are assured of equality in providing education for their children (Lewis, 2000).       Teachers and school administrators are sometimes blamed for the way children turn out in society. They are blamed in not being able to close the achievement gap between children with different ethnic and cultural backgrounds. Even social problems that may be blamed on the environment where the child lives, teacher and administrators are still being put to fault by society because in their eyes, the academe has failed to nurture and cultivate these young people (Berry & Beach 2006).       This structured inequality also plays a part in the breakdown of the quality of American education. Too much emphasis has been placed on attaining higher education because it is viewed as gaining secure employment and higher salaries. The problems of society cannot be solved by just making its’ citizens literate. Teachers and educators are blamed when society turns out teenagers who are engaged in violence and drugs. This failure in the education system is overshadowed by the fact that these children may have been influenced to drugs and violence in their communities and not at school (Lazerson, 2005).       Teachers and educators have no control over their students’ socio-economic backgrounds or home environment. What they can only control is when the students step into their classrooms. This socio-economic factor also plays an importance on how students are able to pass in school (Young, 2003).       In order to bridge this gap of structural inequality, teachers should learn to teach multicultural classrooms. In teaching these classes, they need to have an understanding and respect of the cultural background of the students that they teach. The flaw of the K-12 system where it is standardized may need to be changed because of the cultural diversity of students. The assessment tests that are used today are language based that may not be applicable for the students. This becomes a barrier for learning and achieving for these students (Baker, 2005). Cultural Differences and Its Issues in K-12       The children of immigrants face one of the problems in diversity in American schools. Some of these children have little command of the English language and may find that they may take extra classes in order to pass school and go to college. Some may even find that they are far behind in terms of knowledge from what they have learned in school in their home country (Zehr M., 2003).       Another problem that these children and their families face is the tendency to lose their heritage and culture. For example children refuse to speak their native tongue with their parent or the refusal to uphold traditions deeply rooted in their culture and religion. This poses a problem for immigrant parents because even though that they want their children to have the best education that can be had, they do not want their children to lose their cultural heritage and identity (Zehr M., 2003).       Even with these fears of losing their culture, immigrant parents still want their children to learn what they can with regard to skills and knowledge. Teachers should learn how to cope in teaching children of different cultural backgrounds and ethinicities (Suarez-Orozca & Suarez-Orozca, 2001).       Because of this fear of acculturation, some immigrant parents are proposing to open up their own schools in order for their children and future generations not to lose their cultural heritage even if they are living in the United States. These parents acknowledge the opportunities that can be achieved by them and their children if they stay in the United States. But they also know that as their children grow, they will become accustomed to the American way of life (Zehr M., 2003).       American culture is already diverse as it is. Given the number of immigrants who are now a majority of its’ population. Many immigrant children are exposed to mainstream American culture depending on where they live. If they live in a poor American neighborhood, they may experience and be influenced with the type of culture that is prevalent among low socioeconomic neighborhoods in America. These neighborhoods may have gangs, ethnic tensions or even violence (Suarez-Orozca & Suarez-Orozca, 2001).       But for those children that will be exposed to middle-class mainstream neighborhoods, they may find some form of discrimination. These factors taken together can affect how a child adapts or reacts when they go to school (Suarez-Orozca & Suarez-Orozca, 2001).       Teachers as leaders should have the necessary skills to adapt to teaching such culturally diverse children. They should not be prejudiced if a child is not able to speak english well, or have an accent. The principle that “no child should be left behind” should be reinforced in todays’ k-12 schools where only one percent of the population is white or American (Jackson, n.d.).       Because of their language and culture these students may fail. Teachers who are not trained to handle diverse students may find themselves discriminating these students. Teenagers in particular who are in grades six to twelve are most vulnerable when it comes to racial discrimination. The students in these year levels find that they are concerned about racial discrimination among teachers or report that they have experienced some form of racial discrimination themselves (Shaw, 1997).       This racial discrimination can affect how children will socialize with different races as they grow up. Children are susceptible and easily influenced especially by teachers who they may look up to as their model guides.  If the eyes of a child, what may be wrong may be construed as right especially when they see that it is being done by an adult whom they trust and respect (Shaw, 1997).   Conclusion       School is one of the basic forms of society. Here children and teachers not only cultivate their minds, but their social skills as well. In schools where there is cultural diversity, teachers can also be examples themselves on how to raise children without being prejudiced to other races (Eaton & Orfield, 2005).       One of the best features of American public schools is that they embrace religiosity. Muslim children may find themselves accepted by their teachers and classmates, unlike in other countries where there is a prejudice among Muslims. The only prejudice that these children may face is the political prejudice because of the homeland security incidents that have happened in the last decade (Eaton & Orfield, 2005).       Another problem being faced by segregated public schools is the lack of funding in order to maintain or renovate their school buildings. Since public schools rely on the taxes being allocated by their state government, those in poor and marginalized sectors may find little funding in terms of making these ground improvements. There is a psychological and physical impact when school facilities are maintained (Young, 2003).       Researchers have found that the grades of students improved when their school facilities are improved. This also improves the absenteeism rate among students. Allergies and blood pressure of students improved when their school facilities were improved. But not all schools are able to make ground improvements and this has been the subject of some litigation cases regarding public funding of schools (Young, 2003).       If we put all factors together using a systems approach, the task of making changes in the current k-12 system seems enormous. Educators, parents and students are aware of these problems and are looking for possible solutions. Cultural diversity in classrooms will not decrease in the next few years because of the globalization. Like the concept of k-12, changes should be made to unify education concepts across the board. The training and education of teachers themselves should also be changed in order to make room for cultural diversity handling. This includes issues of student segregation and discrimination. If all these changes are made, students will not only excel in their academic achievements but also in their social achievements as well (Jackson, n.d.)            References Eaton S. & Orfield G., (2003), Rededication not celebration Brown at fifty, The College Board Review, 200, 29-33.  Franco R. (n.d.), The civic role of community colleges: preparing students for the work of democracy , Retrieved May 29, 2009 from http://www.compact.org/wp-content/uploads/resources/downloads/CCivic_role-final.pdf  Lewis A. (2000), Diversity in U.S. education, U.S. Society & Values, 19-23  Berry J. & Beach R. (2006), K-12 leadership and the educational administration curriculum: a theory of preparation, [Electronic version] National Council of Professors and Educational Administration, Retrieved May 29, 2009 from http://cnx.org/content/m13772/latest/ Kirst M. (2005), Separation of K-12 and Postsecondary education governance and policy making: evolution and impact, State of Education Policy Research, 1-30  Jackson T. (n.d.), Educational malpractice in our schools: shortchanging African American and other disenfranchised students, [Electronic version] Journal of Educational Controversy, Retrieved May 29, 2009 from http://www.wce.wwu.edu/Resources/CEP/eJournal/v002n001/a009.shtml  Suarez-Orozco C. & Suarez-Orozco M. (2001), Immigrant children and the American project, Education Week, 20(27), 40-56.  Zehr, M. (2003), Culture clash, Education Week, 22(21), 26-30  Shaw C. (1997), Critical issue: Educating teachers for diversity, [Electronic version] Learning Points Associates, Retrieved May 29, 2009 from http://www.ncrel.org/sdrs/areas/issues/educatrs/presrvce/pe300.htm  Lazerson, M. (2005), The educational gospel, Education Week, 24(36), 38-48.  Baker P.B. & Digiovanni, L.W. (2005, July). Narratives on Culturally Relevant Pedagogy: Personal Responses to the Standardized Curriculum. Current Issues in Education [On-line], 8(15), Retrieved May 29, 2009 from http://cie.ed.asu.edu/volume8/number22/ Sanal, R.P. (2004), Systems thinking, Science India-The National Science Magazine, Retrieved May 29, 2009 from http://www.sanalnair.org/articles/Systems_Thinking.pdf Young E. (2003), Do k-12 school facilities affect education outcomes?, [Electronic Version] Retrieved May 29, 2009 from  http://www.tennessee.gov/tacir/PDF_FILES/Education/SchFac.pdf Read More