Racial Inequalities In Education

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Modes and types of assessment, curricula, and syllabi adopted in the education systems tend to be heavily biased, in this case, towards particular students with logical-mathematical and written or linguistic capabilities. Priority is often given to an individual learner or the other, and this varies cross-culturally. The educational gap based on linguistic capabilities is developed across different classes due to differences in work, opportunity, culture, and lifestyle. The strength of oral traditions, for instance, serves as the most conspicuous scenario since it is usually stronger in some classes and cultures, while others only prioritize written language. In other words, written and oral linguistics do not possess an equal placement in learning centers. This is because preference is given to codes of upper classes at the expense of the ethnic minority or working class students (Bernstein 1971; Labov 1972). The above statement is a vivid indication that students suffering from lack of appropriate linguistic (proficiency) skills are termed as lacking in intelligence or failures (Bernstein 1971).
The challenges associated with racial inequalities in education are detrimental, counter-productive, and unhealthy for harmonious living in the contemporary
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The challenge can further be addressed by challenging the power and position of parents with regards to grouping and selection. On the same note, this will enhance revamping assessment and curricula systems to benefit all students, regardless of their nation of origin, race, and linguistic and intelligence capabilities. In relation to recognition and respect, there should be independent, inclusive processes for appreciating differences in schools' curriculum, assessment, organizational cultures, and pedagogy systems (Labov