Daniel Guiller

Professor Woo

Going Public: History of American Public Education

How do we educate all children? (foreign born, American born, rich, poor, etc)

Who does school benefit and who does it fail? Why do you think this is the case?

 Teachers are vital in supporting and encouraging students' promotion of excellence. They promote this sense of achievement in many ways. Chiefly this is done through diversity in the classroom which is actually manifested in many ways. It’s the diversity of representation that seeks to display the most amount of differences in people is it through race, gender, ethnicity, etc. But this can also manifest through other means. Diversity of thought promotes people's varying approaches to life, which is vital to their understanding of the world. It’s not just about their exterior world but also their interior such as their diverse cultures and schools of belief. To give all the children the required potential and ability is to achieve their goals and objectives. It also creates an environment that caters to students with needs and those who are disadvantaged because the downtrodden have the capacity to be risen up. Teachers can work together to promote learners from different cultural backgrounds and race with the necessary support to embrace lively participation. Interactive parental engagement with children from ethnic groups promotes equality and effectiveness in the learning environment to cater to the needs of children. It also reduces prejudices and improves attitudes toward race and ethnicity (Rucinski 378)

The school system benefits have the capacity to promote foreigners more than even native home landers with regard to academic performance. This is shown with foreigners' attendance as those types of students show higher school attendance (Rucinski 377) which further contributes to their success. Foreigners, for example, Asian Americans, outperform in school and most complete high school compared to white Americans. This is a good example of the system in place working and how it’s able to positively affect children even in racially minority households. But this is not a perfect system as it has its pitfalls. Social-economic factors also facilitate the level of performance of children in school. Children from wealthy families are likely to perform better than those from average families. Natives, on the other hand, fall short in this type of their school, resulting in poor performance compared to foreigners. In this, we see the challenges and shortcomings of the school system. These challenges, although concerning, present a clear track of progression that schools have yet to tackle.

Foreigners have a relatively higher ability in academic performance than residents in their home country because of their efforts to perform better to improve their living standards and to follow the path towards the American dream. Secondly, foreigners have to pay high psychological and social costs associated with academic performance. Then, they must sacrifice valuable free time to attain high academic achievement since they spend more in school to attain the highest marks. African Americans notably also have been historically oppressed in American society including with academia and their influence towards it. This jeopardizes the path towards equality highly despite the progress American society has made to move towards it (Juvonen et al. 1270). Social-economic factors also contribute to the academic performance of children. Those from wealthy families are naturally confident that they are likely to perform better because of their status. In contrast, those from poor backgrounds perform poorly because of motivation and other life challenges. These types of external factors all contribute to the schools' system's performance and must be appropriately challenged in order to educate all kids. 

Works Cited

Juvonen, Jaana, et al. "When and How Do Students Benefit From Ethnic Diversity in Middle School?" Child Development, vol. 89, no. 4, July 2018, pp. 1268-1282. 

Rucinski, Christina L. "Racial and Ethnic Diversity in Education and Individual Student Development: Understanding the Full Picture in the Era of School Choice." Review of General Psychology, vol. 26, no. 3, 2022, pp. 377-394.