Equality of Educational Opportunity

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Equality of Educational Opportunity

• Race, Gender, and
• Special Needs
• Mengxi YANG

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INTRODUCTION

• Equality of educational opportunity
• Everyone has an equal chance to receive an
  education.
• If government provides a service like education,
  all classes of citizens should have equal access
  to that service.

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RACE

• The principle that race is a social and legal
  construction.
• 1790
• The U.S. legal system was forced to construct
  a concept of race because the 1790 Naturalization
  Law limited naturalized citizenship to immigrants
  who were free white persons.

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RACE

• What we now hold is that the words free white
  persons are words of common speech, to be
  interpreted in accordance with the understanding
  of the common man.
• blood rule Who was your ancestor and where
  were they from.

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RACE

• 1868
• The Fourteenth Amendment to the Constitution
  provided for equality under the law.
• No state shalldeny to any person within its
  jurisdiction the equal protection of the laws.
• equal protection clause

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RACE

• 1895
• The initial interpretation by the U.S. Supreme
  Court in 1895 was that equal protection could
  also mean separate but equal.
• separate but equal

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RACE

• Racial and cultural self-identification
• The Census Bureau separated people into six
  groups White, Black, American, Indian, Eskimo
  and Aleut, Asian or Pacific Islander, and Other
  races.
• The Census Bureau also uses the designation
  A.O.I.C., which stands for alone or in a
  combination of races or ethnic groups.

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RACE

• Race and social class
• Race is a factor in the overall distribution
  of income in the United States.
• Segregation

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RACE

• School segregation for Blacks and Latinos
  increased in recent years.
• Reasons
• recent court decisions outlawing race as a
  main factor in student assignment
• increased residential segregation
• increased role of private schools in
  contributing to segregation.

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RACE

• Second-generation segregation refers to forms of
  racial segregation.
• Second generation forms of segregation can occur
  in schools with balanced racial populations.

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RACE

• Racism
• Racism means prejudice plus power.
• Racism refers to acts of oppression of one racial
  group toward another.

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GENDER

• American Association of University Women
  http//www.aauw.org
• National Organization for Women Foundation
  http//www.nowfoundation.org
• Education Equality of the Feminist Majority
  Foundation http//www.freminist.org/education

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GENDER

• 1966
• National Organization for Women (NOW)
• vocational education, athletic programs,
  textbooks and the curriculum, testing, and
  college admissions

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GENDER

• Sexism and Education
• Girls are equal to or ahead of boys in most
  measures of academic achievement and
  psychological health during the early years of
  schooling, but by the end of high school and
  college, girls have fallen behind boys on these
  measurements.

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GENDER

• Explanations
• Girls suffer a greater decline than boys in
  self-esteem from elementary school to high
  school.
• Possible Solutions
• Have an observer code classroom interaction so
  that the teacher becomes aware of any possible
  bias
• Single-sex education.

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GENDER

• In recent years
• College men study less and socialize more than
  college women.
• With sex discrimination fading and their job
  opportunities widening, women are coming on much
  stronger, often leapfrogging the men to the
  academic finish.

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SPECIAL NEEDS

• In 1975,
• Congress passed Public Law the Education for All
  Handicapped Children Act that guaranteed equal
  educational opportunity for all children with
  disabilities.
• In 1990
• Congress changed the name of this legislation to
  Individuals with Disabilities Education Act
  (IDEA).

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SPECIAL NEEDS

• Which children have disabilities
• specific learning disabilities speech or
  language impairments mental retardation and
  emotional disturbance hearing impairments
  orthopedic impairments other health impairments
  visual impairments multiple disabilities autism
  and developmental delay.

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SPECIAL NEEDS

• The inclusion of children with disabilities in
  regular classrooms created a new challenge for
  regular teachers.
• So teacher education programs were to give all
  student teachers training in working with
  students with disabilities.

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PECIAL NEEDS

• More education and training for experienced and
  future teachers
• Adequate support services for teachers in
  inclusive classrooms
• Teacher participation on the individual planning
  team
• Education of parents about inclusive classrooms.

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CONCLUSION

• Equality of Educational Opportunity
• Race, Gender and Special Needs
• The dynamic of social change requires an active
  concern about the denial of equality of
  opportunity and equality of educational
  opportunity.

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THANK YOU

• MengXi YANG
• (Yvetty)