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Essay / Research Paper Abstract
4 pages in length. The writer briefly summaries three articles about academic disparity and then offers a position statement. No bibliography.
Page Count:
4 pages (~225 words per page)
File: LM1_TLCRaceSumm.rtf
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the solution rather than a perpetuating component of the problem. Reid chronicles the often-criticized theory of John U. Ogbu, a celebrated anthropologist whose perspective regarding academic disparity is based
just as much - and perhaps even more - upon the conscious lack of involvement minority parents and students take in their own progress. Citing how this form of
sabotage only serves to worsen an already bad social, political and economic situation, Reid quotes Ogbu as stating African-Americans must empower themselves in order to see positive change, because it
is not going to happen from any external government or academic source. Rips article illustrates the outcome of Ogbus theory by showcasing the tremendous scholastic achievements of low-income students who
- despite tremendous cultural and psychological odds - passed the Texas Assessment of Academic Skills (TAAS) test. Empowering students through tutor, volunteers and other basic hands-on approaches, Runn Elementary
in south Texas proved how the power of enthusiastic interaction and encouragement can mean the difference between academic success and failure. For many of these students Spanish is their
primary language, so they are immediately met with a significant challenge when attempting to acclimate into an English-speaking national environment. Moreover, the tendency to perpetuate the familys migrant worker
history is too often a strong deterrent to the desire - or ability - for parents to become interactive in their childrens education. However, Rips illustrates how the families
of Donna, Texas have come to understand the critical importance of such hands-on interface and have been richly rewarded by seeing eighty-three percent of the students pass the TAAS in
1998 when only two students passed four years previous. Noguera et al discuss the inequity of high stakes testing and the way in which it marginalizes rather than fairly assesses
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