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?