Race, Gender and Class in Classrooms - Case Study Example

Race, Gender and in rooms affiliation Thesis: Equity within the room setting is a key factor to be maintained regardless of gender, race or class differences Introduction In organizing a classroom, there are student dynamics that arise which becomes an important element in the equation of a classroom. Teaching can become a difficult process especially when first time teachers meet a class full of learners from different backgrounds and cultures represented by differences in gender, race, and class. Some educators propose solutions to such dynamics, for example, separation of genders, balance of class, and racial profiling. Such attempts have been made to maintain a balnced learning environment but to some degree they aften impact the learning process. Thiiis essay focuses on bringing equity within the classroom setting regardless of gender, race and class differences. Analysis With the rise of students population in the United States, there is also an increase in diversity in schools and educators must deal with such issues in schools and create reforms that meet all needs of the children. The sensitive curriculum is needed that is diverse and creates an integration of all viewpoints and histories for all students that encourage all students to review and succeed in life. Teachers have the duty to ensure educational equity regardless of gender, race, or class. Race, gender, and class in the classroom can be understood through social inequality that is experienced by a variety of social groups at a structural, group, and individual level. In formalized settings education in classrooms and school districts is a process of individuals teaching, other individuals who are also human beings like them on issues of the world. In such situations, the student and the teachers personality and their mental makeup creates a factor in the process of academics. Issues of race and class have a part to play on how absorption and educated is impacted by both parties involved. A social class defines how people approach life on a daily basis (Stoll 14). Teachers set out students to learn study skills for subjects in certain classes however if such a teacher notices that the class economically weak in terms of the neighborhood the students are in the worksheets then define and refer the problem to large amounts of people spend on luxury goods and the disconnection can be seen. Such worksheets can distract students from learning the skills required in the classroom for such a day. The race is a factor that influences education, as it can be an overt marker. A native American heritage student in a middle school may raise issues in social studies Westward Expansion if they hear stories of their tribes in a context that are different. Teachers make an effort to teach a historical fact with impartiality where sometimes it is not easy to be the objective observer with the exclusion of personal prejudices (Pittman, pg, 184). America has a rich history that is colorful of races that came together which has not always been harmonious. In an attempt to teach, future generations or not dwelling on injustices committed in the past it can be seen as unfair to races. In relation to the age of students, it would be better to tackle unpleasant aspects of the country’s history since children from minority racial families may be tempted to fret over reality (Stoll 27). Social class and race affects education in many ways. People who come from racial minority groups or lower income family lack the history of schooling (Carbone II, pg, 16). Most of their family members did not have the opportunity to be educated, therefore, children from such families lack anyone to help them red or give them the opportunity to be exposed to a variety of books. This becomes disadvantageous when they are placed in a class where other children have the required exposure to books and the written word. They seem to be slow learners but this due to their late start.Teachers are required to be aware of such differences and must ensure such children are labeled as weak or poor students by others. A platform should be if free from such bias that is conducive and can help such students to catch up with others where their needs are handled with sensitivity and empathy.Schools are required to have resources that cater for such differences and have assessment rubrics that cater for such factors (Carbone II, pg, 33). Education in the beginning was not supposed to be untouched by gender, class, and race and is seen as unreal expectation. The world we live in is defined by such elements, and the educational process should factor in such issues in formulating the year plans for the school (Pittman, pg, 187). The role of race and social class leaves the teacher feeling much unprepared even when they have plans. Teacher’s musts have the ability to deal with issues that are brought about by racial differences and social distinction. Oppression may arise due to race, gender, and class where these defined categories can create problems. Race and class have a relationship since racial and socio-economic lines intersect in many areas. Poverty and race also intersect that contributes to a gap in achievement especially among minority students in schools for the government (Carbone II, pg, 21). An African American student can be influenced or affected by oppressive forces than their Latino peers. They may be experiencing with another form of oppression due to poverty and may be affected differently in the context of gender and race (Dilg, pg, 44). Therefore, a student’s place in the classroom is determined by their personal background and personal experiences. Such oppressive categories should be identified by educators and must recognize that every student is an individual first to avoid labeling. Education and respect cannot be achieved without freedom that is feared by the oppressed because of internalization of the system .Interaction by teachers and students are impacted by race where teachers might feel hostile or reject minority students and likely to favor others. Educators must be sensitive to such issues of diversity in the classroom that can create a better environment that promotes diversity (Griffin, pg, 44). There is a need for the authentic dialog that must be genuine that promotes mutual understanding and respect for all propel regardless of race, class and gender.There is always struggle for identity among students where students are encouraged to be active in their education and break through all stereotypes that are internalized through traditions in the society. Stratification in America creates a gap between the haves and haves not where the class determinants are powerful determinants of school quality that students receive and how such students interact with others in the society and with their peers. Teachers in classrooms have a challenge of instilling hope and a plan for the future that instills motivation for the students. These promote success in school and work in their future prospects (Dilg, pg, 22). Race and class follow each other closely where it leads to segregation in many inner city schools. Such disparity in diversity leads to an achievement gap between whites and black students in schools. Problems with Stereotyping The society has preconceptions associated with stereotyping and prejudging students that are perpetrated by teachers and students. The teacher classroom has the task of ensuring that such influences do not manifest in the classroom to create a better learning environment (Hatt-Echeverria, pg, 52). There tendencies of discrimination from teachers to students who are not white, middle class or male. Such discriminations cannot be due to the prejudice of race and gender but are based on low education expectations due to such expectations. The society pushes for a white male middle class and students that do not fit in such descriptions are considered unfavorable in the classroom. Educators need to escape such stereotyping tendencies where they need remain open-minded toward all students. The personal makeup of students must be taken into consideration. Some educators would not view Mennonite and Amish students to be disadvantaged as coming from a poor home. Such students may cope without the necessities of the middle class like electricity, but poor children are prejudiced from sectors in the society. Most educators cannot cope with the idea that some students can cope without electricity and water. They feel that there needs to be no reason they live like that and do not take into consideration that the country is a free country and people can freely choose their way of life. The society views the middle-class standards as the main standards of life towards students in classrooms (Hatt-Echeverria, pg, 38). Educators are required to take necessary steps in understanding the student as a whole where stereotypes can be changed and replaced by understanding students in a unique way. Students sometimes lack beds and tables in their homesteads and not all have parental figures in their homes in all hours of the day. Society has the notion that this should be common in the households in America.Students with an economic status are considered in examining the dynamics of a classroom and the structure of learning. In determining student, achievement in classrooms is the factor of socioeconomic status where children attend. Most children thrive in middle school schools regardless of racial makeup. Discrimination in the classroom does not end with the economic status of the student but goes to gender and race. Educational Growth When students do not receive the required guidance and mentorship, the student may lack the desire to succeed. A mixture of dynamics in a classroom can prove to be essential as it fosters growth in all types of student who are learners. (Scantlebury 15) Lack of such mixture of race, gender, and class the student body may suffer as a whole. All dynamics have value where they embrace diversity in classrooms and helps educators to avoid ethnocentrism. Such ethnocentrism gives issues of the click. The click applies to any group of a unit of people that have a common bond due to shared and common dynamics. Such barriers created by such clicks is hard to break down bur teachers must create a conducive educational environment for every student. Most educators feel the need to mix genders in classrooms where males and female are treated differently especially on subconscious levels. Labeling is applied consistently and has a long-term effect for student .Messages that is negative can affect female students especially when combined with the issue of influences that are social. Female students are therefore made to expect less in their performances whereas male students gain self-confidence in career and intellectual abilities especially in the beginning of middle school (Scantlebury 16). Factors like these have made education institutions to separate genders in classrooms and to different schools. Private schools in education have also used this. However keeping the genders together is seen as a good component for development of young children where they need to learn adaptively and their behaviors in a variety of situations that they may face in their adult life. These skills emanate from their homes but develop fully in the school environments. Therefore, it is clear that separation of genders hinders the growth of such skills. Teachers need to balance emotional and social development with academics. There is a greater responsibility for teachers towards students. Students from middle schools experience these due to their onset of puberty and mostly experience gender relationships. There is a need for educational equity in classrooms that is based on fairness. This means that a person’s personal conditions should not interfere with educational success. Inclusion is key when it comes to educational equity where every student should be involved equally in the education system using the same standard as everyone else. Conclusion Teachers and educators need to ensure that their classrooms are innovative to deal with all aspect of the dynamics of learning. Education processes needs teachers to be open minded and avoid stereotypes to differences of their students in terms’ of gender, race, and class. There is a need for the school to having changes in classroom and be implemented in dealing with all students. Change should be embraced in the society and let go of stereotypical preconceptions. Dynamics of student’s effect learning and dedicated teachers must try to reach every student. References Carbone II, Steven A. "Featured Article: Race, Class, and Oppression: Solutions for Active Learning and Literacy in the Classroom." Top of Form Dilg, Mary. Our Worlds in Our Words: Exploring Race, Class, Gender, and Sexual Orientation in Multicultural Classrooms. , 2010. Print. Griffin, Tiffany Monique. The Intersection of Race, Class, and Gender in Higher Education: Implications for Discrimination and Policy. Diss. The University of Michigan, 2009. Bottom of Form Hatt-Echeverria, Beth, and Luis Urrieta Jr. "" Racializing" Class." Educational Foundations 17.3 (2003): 37-54. Pittman, Chavella T. "Race and Gender Oppression in the Classroom The Experiences of Women Faculty of Color with White Male Students." Teaching Sociology 38.3 (2010): 183-196. Scantlebury, Kathryn. "Gender bias in teaching." (2009). Top of Form Stoll, Laurie C. Race and Gender in the Classroom: Teachers, Privilege, and Enduring Social Inequalities. , 2013. Print. Bottom of Form Read More