American Educational System and Racial Exclusion

In order to create a fair playing field for all students, whether they were born into wealthy or low-income homes, American society depends on the educational systems. Due to the institutionalized racism and discrimination based on race, social class, and even nationality in American culture, educational institutions alone are responsible for ensuring equality of chances. The thesis is founded on the idea that schools’ involvement greatly aids in establishing a sense of patriotism and nationalism in the minds of young people. Racism is not ingrained in children from birth; instead, it develops as a result of interactions with depraved societal institutions. Inequality is widespread in the current society and takes the perspectives of income, educational, employment opportunities, and commodity markets (Adams 118-121).
We need to care a lot about the direction our society is taking with rooted racism and discrimination especially from the learning institutions. We all know the stakes the universities, colleges, and other tertiary level schools do in imparting adequate skills in our youth who we believe are our future leaders. We can only imagine the shape of our politics, labor markets and other units when we shall promote discrimination, exclusion, and racism. It is evident that the aftermath is not desirable completely because we all desire a country, an America for all people living peacefully.
The impact of income inequality is high than what people often think. It is deemed to affect families, local labor markets, neighborhoods and the social constructs of the society. On a negative note, income inequalities influence the effectiveness of the schools and learning institutions to impart good moral values in the students. As mentioned earlier, the schools act as a level playing field for the children irrespective of their family backgrounds to compete and become better persons in future. The history of social and economic mobility in the American perspective since the 70s has a significant contrast (Johnson 1-2).
Exclusion is the game of the society and a perpetrator of discrimination. In that respect, exclusions occur in almost every institution be it school, workplaces and even in the market. Going back to the struggle for independence in African countries exhibited a significant degree of exclusion from participation in sharing of national resources. The exclusion resulted in racial segregation and profiling of people of the race and color. The discrimination contributed to the death of many people, and consequently, several uprisings became witnessed. Nelson Mandela gets hailed for leading the revolution to earn the South African nation freedom and independence. The liberation fight was not only violent but sought to reconcile everyone affected and embrace unity in diversity (Zambrana, et al. 41-72).
Very rare occasions the students are taught the meaning of unity in diversity at a tender age so as to grow knowing the importance of respecting and appreciating all people irrespective of the color or race. Politics has been a bigger hindrance to bringing individuals from every background together to share ideas. Moreover, real peace as Luther King argued is not available in the absence of war, fights, and tension but present when justice prevails (Adams 118-121). This argument may become regarded as encouraging and glorifying racism. But the truth of the matter is it is important to recognize the origin of racism and inequity. Institutionalized exclusions and inequity define our systems both in owning property, accessing education and even opportunities to generate income. Consistent with the critical race theory, racism has taken roots within the fabrics and systems of the American society (Johnson 4-9).
Numerous accounts and incidences of racism and abuse get reported to have occurred in learning institutions primarily institutions of higher education. For instance, in 2013, a stream of protest was held at Oberlin and the University of California over cases of racism on the campus. Heated debates got staged around the issue as at least two students became arrested and detained. However, further evidence including confessions from the students revealed that they had taken part in causing the riots. The admission sparked new social media attacks by the conservative-leaning students claiming that the colored and black students were cheats. Consequently, several other universities up to 2015 received widespread uprisings of black students complaining of racism. The trend caused a national concern for every stakeholder involved, and yes there was a problem that had to get addressed. Therefore, through the critical analysis that is going to receive an application in this paper, it was going to come out clear what the institutions can do to help mop out racism from the entire system (Adams 118-121).
Sociology of Education Relevance
Educational systems have so far not coddled and discriminated, excluded and failed to recognize the rights of black students. People and the systems of learning institutions have not been friendly for the black learners as they have been for the white counterparts. The prevalence of heightened social injustice on the black and colored persons’ fraternity is the primary cause of the protests the American educational environment has witnessed over the past few years. The protests become tools to express displeasure and discontention with the way the systems get managed. In an attempt to tackle and solve the cause of the exuberated rioting and picketing in colleges, the institutions have increased the rate of retention of colored staff (Hope, et al. 81-112).
Improved efforts to hire, train and retain colored students as well as redoubling the financing due to multicultural centers in a way reduces the tension between the natives and the rest of the student community. Additionally, encouraging cultural and ethnic diversity in the community around helps in the deconstruction of ill perceptions. It can be recalled that white universities did not recognize and accommodate black and colored students until mass civil action and activism. The beginning of an affirmative action can date back to the 60s when the strike took the San Francisco College by a storm to include black and ethnic studies (Zambrana, et al. 41-72).
The fight to expand the faculties for multicultural studies has progressed from the mid-80s whereby the black and colored students staged protests demanding for the recruitment of more staff to take care of the needs of the rising population of blacks in colleges. Moreover, the representation of the colored students in special programs and activities is minimal in almost all colleges something that is bound to cause friction within the institutions. The rate of enrolment of children into institutions of higher learning and high school is still small despite the regurgitated efforts and significant steps to make the climate conducive for the enrollment of the African-American and Hispanic students (Hope, et al. 81-112).
Low family income is one among the many factors that are impeding children from getting the best education so far especially in Black and colored families. Moreover, institutions surrounding these places are thronged with a multitude of inattentive students learning in stuffy and disorganized classrooms. The classes lack adequate teachers and facilitators, and the result is evident, low achieving children (Johnson 9-11). On the contrary, wealthy neighborhoods have better facilities, equipped with an adequate number of teachers who are well paid to teach the children. The contrast between the two environments becomes evident when it comes to the selection of students to join high school and higher learning institutions. Schools from rich environments contribute the largest number of graduates entering college (Hopkins, et al. 257-281).
The repercussions of increased inequality in the society are numerous and devastating for instance, political, economic and social concerns. For example, the wealthy members of the community will become alienated from the society as they will no find a reason to bind them. If it is education, they have enough money to take their children to better schools and get the best education. In the current economy, people get employment by academic qualification. Due to lack of adequate resources, low-income families are unable to get access to quality education that will lead to enlistment for better job opportunities. Consequently, the high unemployment rate among the youth from low-income families will get involved in criminal activities to earn a living. Social crimes like robbery and prostitution are major social problems that black and Hispanic villages face in the contemporary America (Spring 126).
The Jesuit educational system back in the days is identified to be very crucial in benefiting the learners constructively in the sense that the instructor was supposed to follow the student everywhere. Be it recreational grounds, dining, class, dormitories, and any other place. The system crucially helped in two broad ways. The educator could and easily understand the personality and behavior of the learner at a personal level or even change the manner of instruction. Shaping character of the student at the earliest age is the responsibility of the teacher because the child takes a longer period of association with the educator than the parent considerably. However, in the contemporary American education system, the teachers are forced to care about the many students clogged and stacked in the classrooms (Snellman, et al. 194-207).
The system so effective in inculcating morals into the learners and they could practice that wherever they went. The primary objective of an efficient educational system is to impart moral standing in the learners. And that is why the school is regarded as the best avenue to accord the students an equitable opportunity to develop socially. Moreover, they are identified to be devices of social and economic mobility (Zambrana, et al. 41-72).
The system of education plays a significant role in producing responsible citizens out of school boy and girls through practical training and reprove action. As ascertained in the above discussion, it has been identified that racism is broadly and widely rooted in the societal systems and institutions. The children are introduced to discrimination and exclusion at an early age due to their orientation, color wise and even the level of family income. Since the Second World War, the gap between the wealthy and the poor has continued to grow despite the economy registering a tremendous improvement. Education as also identified by the World Bank is a crucial pillar in the attainment of the millennial development goals. Therefore, molding the students to embrace responsible citizenship will help take out institutionalized racism and exclusionism practiced by the wealthy class (Hopkins, et al. 257-281).
The widespread protests and riots carried out by black students in colleges from 2013 all through to 2015 is a clear indication of discrimination and lack of accordance with equal opportunities for both colored and white learners in our institutions. It is a call for the government civil action organization and activists to rise and formulate policies that will help in reducing the heated hatred among the youths. Moreover, the number of blacks and Hispanic juvenile arrests by the police have gone high in the recent past. The US has also been a home to many immigrant intelligent students who if absorbed into the country as citizens can contribute quite a great deal of economic and social development and benefit to the nation (Spring 114&129).
The contributions made by immigrant, black and Hispanic families regarding businesses and labor to our manufacturing and service industries cannot get ignored. The children add to the diversity of the classrooms, and the knowledge they have is very crucial in influencing the experiences of other learners. Most of the kids have a multitude of fresh talents including leadership skills that can help in integrating other children from diverse ethnic, regional and racial backgrounds (Snellman, et al. 194-207).
Discrimination does not apply only to those from outside the country but as well applies to those born within the country. The Blacks and Hispanic persons have been denied opportunities simply because of their race and color. In that respect, the assignment has identified that the US has profound institutional racism that has failed and affected the performance of the economy. Moreover, despite the viable gross domestic product, social and economic motilities of the citizens has not improved any better. However, the educational system can change everything around to the positive especially in rooting out racism in the society through inculcating good morals among the young children getting an education. Education empowers, and as such, it can bridge the gap of inequality in the American society (Zambrana, et al. 41-72).

Adams, Maurianne. “Pedagogical Foundations for Social Justice Education.” Teaching for diversity and social justice 27 (2016): 118-121.
Hope, Elan C., et al. “”It’ll Never Be the White Kids, It’ll Always Be Us”.” Journal of Adolescent Research, vol. 30, no. 1, 2015, pp. 83-112.
Hopkins, David, et al. “School and system improvement: a narrative state-of-the-art review.” School Effectiveness and School Improvement, vol. 25, no. 2, 2014, pp. 257-281.
Johnson, Heather B. “The Wealth Gap and the American Dream.” The American Dream and the Power of Wealth: Choosing Schools and Inheriting Inequality in the Land of Opportunity, 2nd ed., Routledge, 2014, pp. 1-27.
Mitra, Diditi. “Immigrant Punjabis: Living the “American Dream”?” Punjabi Immigrant Mobility In the United States, 2012, pp. 165-189.
Salas, Rachel G. “Disrupting Equilibrium: Working for Equity and Social Justice in Education for English Learners.” International Journal of Multicultural Education, vol. 19, no. 1, 2017, p. 7.
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Spring, Joel H. Deculturalization and the Struggle for Equality: A Brief History of the Education of Dominated Cultures in the United States. 8th ed., Routledge, 2016.
Zambrana, R. E., et al. “”Don’t Leave Us Behind”: The Importance of Mentoring for Underrepresented Minority Faculty.” American Educational Research Journal, vol. 52, no. 1, 2015, pp. 40-72.
Zernike, Kate. “A Sea of Charter Schools in Detroit Leaves Students Adrift.” The New York Times, 28 July 2016, pp. 1-15.

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