A study into minority teachers placed in predominantly white schools and how both the teacher and student is effected.
Written in 2002; 4,953 words; 9 sources; MLA; $ 125.95
Paper Summary:
This paper studies the issues related to having minority teachers in predominantly white schools. The paper explores how many new opportunities now exist for minority educators but the purposeful placing of minorities in majority white schools has also raised the issue of tokenism. The paper explores whether these minority teachers are being treated equally with their white counterparts and whether their assignment to mostly white schools is based upon real ability and genuine need, or whether such assignments are merely reflective of well-meaning social policy gone awry.
Contents:
Abstract
The Problem and its Setting
Literature Review
Research Methods and Procedures
Anticipated Findings
References
From the Paper:
"It was only yesterday that segregation reigned supreme across much of the United States. Throughout the South, Black students attended Black schools, and White Students attended White schools. In general, these "separate but equal" institutions were nothing of the kind. Black schools were underfunded and understaffed. Standards and expectations were often significantly lower than those in place in White schools. Blacks taught Blacks and Whites taught Whites, an arrangement that suited a White-controlled society in which the color of a person's skin was the determining factor in his choice of career, his social and economic status, and even his right to express himself politically."
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