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How Race ,Class & Gender affects

Education achievement

By: Aja Davis

Sallas Mahone

  • on Lake Laurie Dr.
  • Near Valdosta Country CLub
  • 48% are black
  • 48% are economically disadvantaged

Southeast Elementary

  • on continental drive
  • near Scott Park
  • 92% are black
  • economically disadvantaged is 90%

Ineffective Teaching Methods

Thesis:

Lower class, women, and minorities are underrepresented in education/academic achievement due to the school’s lack in resources, and ineffective teaching methods .

District Map

Lack in Resources

  • one style fits all
  • There is not an issue in the learning curve, but in the learning styles between Genders.
  • Men-Spatial relationships, such as maps & instructions
  • Women-verbal skills, such as language and written communication
  • less books, equipment, programs & field

Ineffective approach to teaching Genders

References

Solution?

Thomas, P. (2013). Schools Can't Do It Alone: Why 'Doubly Disadvantaged' Kids Continue to

Struggle Academically

Conflict Theory

Conclusion

Structural Functionalism

Let the parents choose where they want their child to go!

  • Clearly, the research is evident that there race, class and gender does effect education achievement.
  • This can explain why minorities such as race and gender are underrepresented in higher paying career positions.

The latent may be simply to try and make the money stretch, but the manifest function could create an adverse affect.

  • ex. Stregthen the feeling of being "the other."
  • ex. In movie " Freedom Writers."
  • Have & Have nots
  • Bourgeoisie & Proletariat
  • Education system(school board) & Students in lower class regions
  • Latent & Manifest
  • unintended Intended
  • Latent- Provide schools for students within the city
  • Manifest- Enforcing laws that prohibit Parents from other districts to send their children to schools outside the district of their own choice

How Is Poverty Significant?

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