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module 10 (•3: Discuss how education ties to social mobility at all SES…

module 10 (•3: Discuss how education ties to social mobility at all SES class levels., •5: Explain how race, gender, and SES are correlated to performance on standardized tests such as the SAT., •2: Explain the relationship between education and race, ethnicity, socio-economic status, income, occupation, and gender., •9: Define tracking and explain de-tracking; describe the differential impact of tracking in terms of sex and membership in racial-ethnic groups., •10: Describe how teacher expectancy effect and stereotype threat relate to tracking,

◦Consider first the negative effects of isolation as raised by the Harvard report.

◦Then consider that many communities, especially black and Native American Indian (NAI) communities, want to raise their children in a school that values their unique cultural and historical background rather than forcing them to assimilate into another culture’s school. The Bureau of Indian Affairs is responsible for providing education to Indian children under the Indian Education and Self-determination Act (PL 93-638) and many NAI communities have their own separate schools.

◦Is there a difference between a dominant group’s effort to segregate itself and a minority group's effort to be separated?

◦Is separation sometimes necessary to promote educational opportunities for minorities?

◦Can segregation help further racial harmony, or does it inevitably lead to racial strife?

◦Should this same right be provided to all racial and ethnic groups?

Isolation or separation of people by race in social institutions has many negative effects on the students that are par of this practice. The first negative effect as raised by the Harvard report were that students of a minority were often segregated so that they were educated in an urban school that was considered poor and had a lack of adequate equipment. This resulted in a lower level of education for these minority students due to the lack of school equipment equal to schools with non-minority students as the majority of their population. A secondary effect is that students in isolation from other groups in society lack the socialization that teaches and internalizes a variety of ideas and concepts. They also learn a different set of values from isolation as well as a lack of understanding for the norms of other groups in society.

On the other side of the scale many people in black and Native American communities do not wish to assimilate their children. The social force to conform to many ideas of a different group can cause a lack of cultural understanding in the group of origin. Many parents wish to pass cultural values and norms to their children so they insist on a school where students have similar cultural values and norms. The integration of these children often comes at a cost to the child's self esteem and motivation. Plus it is not always an option for members of the communities mentioned to send their children to a school with members of multiple communities. Their is economic issues with this because many times the diverse school is a greater distance away and it may have a tuition that some individuals may not be able to meet.

The Bureau of Indian Affairs has the right to provide education to Indian children under the Self-determination Act. The same right should not be given to all racial and ethnic groups because it would only further the extent to which schools are segregated. Implementing this would undo the established laws that desegregated schools during the civil rights movement. This would also create ethnocentrism in many of these separate communities because the socialization between only members of the same culture produces a lack of understanding for the other cultures in society. Ethnocentrism can also give way to racism and tension between ethnic and racial groups.

Segregation does not lead to racial harmony but instead leads to ethnocentrism and ideas similar to it. If one looks back to the civil rights era it is seen that the segregation present there only increases the tension between each race in the U.S. Having integrated social institutions increases the ideas behind cultural relativism and increase the understanding of each racial group in society. Segregation allows for norms and values to develop in each racial group separately where they don't mix with the ideas of other racial groups.

Separation is not always beneficial for minorities but it is in some cases. Minorities that live in a similar area can benefit from a school in close proximity to their area because it lowers transportation costs and visits become more convenient. Spending less on transportation promotes educational opportunities by funneling more money toward the child's school equipment and learning materials. Separation can also promote cultural education in cases like the American Indian schools where children gain a much larger knowledge of their heritage and the culture surrounding it.

There is a difference in how a dominant group separates themselves and how a minority group separates themselves. The dominant group usually has more resources that can aid in their attempt to segregate while minority groups are subjected to the social regulations of the dominant group. Historically when the dominant group segregates itself social tension such as racism grows over time.

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