The document discusses inequalities in education based on race and ethnicity. It notes that minority students often have less access to resources like skilled teachers, quality curriculum, and funding compared to white students. This leads to unequal educational outcomes. The document also examines how the COVID-19 pandemic has exacerbated existing inequalities and threatens to increase achievement gaps going forward if not adequately addressed.
Race and ethnicity are used to categorize certain sections of the population. In basic terms, race describes physical traits, and ethnicity refers to cultural identification. Race may also be identified as something you inherit while ethnicity is something you learn.
Race and ethnicity are used to categorize certain sections of the population. In basic terms, race describes physical traits, and ethnicity refers to cultural identification. Race may also be identified as something you inherit while ethnicity is something you learn.
48-110 (Foundations of Social Life) - Lesson Objectives
1. Distinguish between race, ethnicity and minority group;
2. Explain what is meant by race as a social construct;
3. Define and give examples of racism in real life and popular culture;
4. Discuss and give examples of White Privilege;
5. Define and discuss pluralism, multiculturalism, and assimilation;
6. Define and give examples of prejudice and discrimination;
7. Recognize and provide examples of racial and ethnic stereotypes;
8. Describe the various forms of ethnic conflict;
9. Discuss the role of race and ethnicity in crime, criminality and criminal justice
A report in Foundation of Education as a partial requirement under the Master of Education Class major in Social Science at Guimaras State College, Guimaras, Iloilo, Philippines
Disclaimer:
All of the pictures and pieces of information on this site are the property of their respective owners. I do not hold any copyright in regards to these pictures and information. These pictures have been collected from different public sources including various websites, considered to be in the public domain. If anyone has any objection to display of any picture, image or information, it may be brought to my notice by sending an email (contact me) & the disputed media will be removed immediately, after verification of the claim.
It is widely known that education for all ought to be equal to all, regardless of race, ethnicity, gender and hierarchy. Although equality in education is the primary purpose of our government, however, there are some instances that inequality in education exists due to some factors. This research identifies the factors that lead to inequality in education. Based on our findings factors such as individual characteristics attitudes and beliefs, psychological traits, parental socio economic status , individual educational success attainment, field of study , population groups men and women and ethnic groups , educational inequality gender pay gap, horizontal, occupational and segregation contributes to the overall dilemma. Moreover, our findings also show that micro and social contributes to the gaps of inequality of education, thus, social interactions and social structures affects the micro conditions and outcome. This implied that educational inequality is caused by different factors and constructs that undermined the policy of an educational system and this lead to inequality of education. Lucelle B. Collamat | Maureen S. Salagada | Emerson A. Sentos | Clarissa S. Tabar | Regina P. Galigao "Inequality in Education: A Literature Review" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33639.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/33639/inequality-in-education-a-literature-review/lucelle-b-collamat
48-110 (Foundations of Social Life) - Lesson Objectives
1. Distinguish between race, ethnicity and minority group;
2. Explain what is meant by race as a social construct;
3. Define and give examples of racism in real life and popular culture;
4. Discuss and give examples of White Privilege;
5. Define and discuss pluralism, multiculturalism, and assimilation;
6. Define and give examples of prejudice and discrimination;
7. Recognize and provide examples of racial and ethnic stereotypes;
8. Describe the various forms of ethnic conflict;
9. Discuss the role of race and ethnicity in crime, criminality and criminal justice
A report in Foundation of Education as a partial requirement under the Master of Education Class major in Social Science at Guimaras State College, Guimaras, Iloilo, Philippines
Disclaimer:
All of the pictures and pieces of information on this site are the property of their respective owners. I do not hold any copyright in regards to these pictures and information. These pictures have been collected from different public sources including various websites, considered to be in the public domain. If anyone has any objection to display of any picture, image or information, it may be brought to my notice by sending an email (contact me) & the disputed media will be removed immediately, after verification of the claim.
It is widely known that education for all ought to be equal to all, regardless of race, ethnicity, gender and hierarchy. Although equality in education is the primary purpose of our government, however, there are some instances that inequality in education exists due to some factors. This research identifies the factors that lead to inequality in education. Based on our findings factors such as individual characteristics attitudes and beliefs, psychological traits, parental socio economic status , individual educational success attainment, field of study , population groups men and women and ethnic groups , educational inequality gender pay gap, horizontal, occupational and segregation contributes to the overall dilemma. Moreover, our findings also show that micro and social contributes to the gaps of inequality of education, thus, social interactions and social structures affects the micro conditions and outcome. This implied that educational inequality is caused by different factors and constructs that undermined the policy of an educational system and this lead to inequality of education. Lucelle B. Collamat | Maureen S. Salagada | Emerson A. Sentos | Clarissa S. Tabar | Regina P. Galigao "Inequality in Education: A Literature Review" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33639.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/33639/inequality-in-education-a-literature-review/lucelle-b-collamat
EDD614ASSIGNMENTCASE2Trident International University .docxbudabrooks46239
EDD614ASSIGNMENTCASE2
Trident International University
James Newton
EDD 614
Assignment Case 2
Dr. James Hodges
February 10, 2020
“Impact of Poverty on the Education Success of Children”
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.
Dr. Karen Weddle-West & Dr. Rosie Phillips Bingham, University of MemphisWilliam Kritsonis
Dr. Karen Weddle-West & Dr. Rosie Phillips Bingham, University of Memphis - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com
It is difficult to overstate the significance of nation’s education system for children with disability. Of course education is important for all children and mostly children with disabilities
CHAPTER 5 School Issues that Relate to At-Risk Children and Youth.docxchristinemaritza
CHAPTER 5: School Issues that Relate to At-Risk Children and Youth
· If families do not…Then schools must
· Provide roots for children…So they stand firm and grow,
· Provide wings for children…So they can fly.
· Broken roots and crippled wingsDestroy hope.
· And hope sees the invisible,Feels the intangible,And achieves the impossible.
CHAPTER OUTLINE
The Value of Education
Box 5.1 Separate and Unequal 15-Year-Olds
Research on Effective Schools
Variables in Research on School Effects
· Leadership behaviors
· Academic emphasis
· Teacher and staff factors
· Student involvement
· Community support
· Social capital
Definitional Issues in Research on School Effects
Case Study: The Diaz Family
· School culture
· Student climate
· Peer involvement
· Teacher climate
Box 5.2 Teacher Climate
Educational Structure: Schools and Classrooms
School Structure
School Choice
Charter Schools
Classroom Structure
Curriculum Issues
Conclusion
· In education, the term at risk refers primarily to students who are at risk of school failure. As we discussed earlier, at risk actually means much more than flunking reading or math, or even dropping out of school. Yet from an educator’s perspective, educational concerns define at-risk issues. School problems and dropout are linked to many other problems expressed by young people (Suh, Suh, & Houston, 2007; Henry et al., 2009; Rumberger & Ah Lim, 2008). The strong relationships between school difficulties and other problems, as well as evidence that educational involvement is a protective factor influencing resilience (Search Institute, 2006), highlight the pivotal position of schools. In schools, prevention efforts can reach the greatest number of young people; therefore, examining the educational environment is critical.
THE VALUE OF EDUCATION
There are a number of indicators of the value placed on education in the United States. News reports compare the scores of students in the United States and in other countries on tests in geography and spelling, math and science. These reports consistently favor students in other countries. They imply that learning in U.S. schools is somehow not quite up to par. Does a student’s ability to spell reflect his or her ability to think? Does recall of dates, locations, or facts indicate a student’s problem-solving skills? The answer to these questions is “No.” Learning is the act of acquiring knowledge or a skill through observation, experience, instruction, or study, yet these comparisons suggest a view of learning that reduces this complicated act to an isolated and mechanical process. In addition, these comparisons often fail to note that in the United States all children are expected to attend school through high school graduation, not just wealthy or middle-class urban or college-bound students.
How learning is valued is also reflected in the following statistics. In 2000, the average household income was about $55,000 (Census Bureau, 2001). Nearly 10 years later, the average teac ...
Omar FallatahEnglish 101 Mr. Andrew Vanden BosschePove.docxhopeaustin33688
Omar Fallatah
English 101
Mr. Andrew Vanden Bossche
Poverty has negatively affected the Education in America
There are almost 2,7 million
The most people who have effected by poverty are low income.
They extremely have a hard time to build their future. According to the New York Times, “Another 2.6 million people slipped into poverty in the United States last year. According to the Census Bureau reported , and the number of Americans living below the official poverty line, 46.2 million people, was the highest number in the 52 years the bureau has been publishing figures on it. And in new signs of distress among the middle class, median household incomes fell last year to levels last seen in 1996.Lower income families who have a large number of children will accord this problem .The households can't cover the home needing. They have not the all ability to cover the family needing. There are many issues that really impact these people. There is so much stuff for lower income to cover in united state. They must to buy car insurance, health insurance, school tuition and others households needing."
By the year 2020, the majority of students in America's public schools will be living in circumstances that will categorize them as at risk of educational failure. A person's education is closely linked to the individual's life chances, income, and well being"
(Battle and Lewis 2002). Moreover, in the last ten years, there was growing a huge gap between the top income class and the less income class
There are three issues which are the most effected the education in America. They are food supply, The lower income people can't provide enough food for themselves. The households are having a hard time to provide en enough food for their children. Drop-off in the reach of U.S. summer nutrition programs in 2010 and ongoing budget-cutting at state and local levels suggest that many schoolchildren in the United States will face another summer of hunger this year. According to a new report from the Food Research and Action Center, despite record numbers of children receiving free and reduced-price meals during the 2009-10 school years, participation in federal summer nutrition programs fell nationally in 2010. FRAC reports that in July 2010 only 15 children received nutrition aid for every 100 low-income students who received lunch during the 2009-10 school years. The food supply is really affected the kids to be success in their school. The way to solve this issue is must provide enough food that could be useful to a void . " One in eight Americans — 37 million — received emergency food help last year, up 46% from 2005, the nation's largest hunger-relief group reports today. Children are hit particularly hard, according to the report by Feeding America, a network of 203 food banks nationwide. One in five children, 14 million, received food from soup kitchens, food pantries and other agencies, up from 9 million in 2005, the year of the group's la.
Running head DYNAMICS OF HIGHER EDUCATION AND LOW-INCOME STUDENTS.docxsusanschei
Running head: DYNAMICS OF HIGHER EDUCATION AND LOW-INCOME STUDENTS 1
DYNAMICS OF HIGHER EDUCATION AND LOW-INCOME STUDENTS 7
Research Paper Part 1 – The Foundation
Jasmin Brown
Strayer University
Dr. Jewell Winn
EDU 508
May 7, 2018
Dynamics of Higher education and Low-income Students
Introduction to the topic
The higher-education in the recent times due to high demand for workers with quality skills have become an absolute necessity. As a matter of reality, employers seek for employees who have the best skills and knowledge, and all these are obtained through higher-education learning. On realization of this, the higher education sector has been on the front line to improve the quality of education to make the students who pursue high-education course competent and eligible for available employment opportunities. It is a reality that the world today due to advanced technology has also diversified in areas of specialization, and this has also made the higher education section to be dynamic as well. The dynamic nature of high education has made the higher-education demanding and costly to the extent that a majority of students from low-income class cannot manage to afford. It is for this reason that other higher-education learning institutions have been established that offers the same course for a much lower cost. Nevertheless, issues have been raised that higher-education institutions charging less do not provide the same quality of education as those offering the same courses for a higher price.
Purpose of research
According to a research conducted by Bastedo & Jaquette, (2011); it was proved that wealthy student's number in different higher-education institutions have been on the rise something that was said to affect the socioeconomic effect of students from low-income class. The reason is that the quality of education is different between institutions that can be afforded by wealthy students and institutions for low-income students. Again, the research proved that between 1972 and 2004, the qualities of education on low-income students institutions have improved, but still equality between the two institutions have not been attained. The findings of the research were that if inequality is reduced between wealthy and low-income students' the low-income communities and the society at large would benefit. The purpose of the research is to determine the inequalities that exist between wealthy students' higher-education institutions and low-income students institutions. Also, the research strives to investigate, how the present inequality can be reduced hence making the quality of education to be the same in the dynamic learning institutions.
Problem statement
Higher-education learning institutions have established the quality of the education that they provide to the students based on the charges being levied upon students. Institutions for the wealthy students have a higher quality education as compared to instituti ...
Geert Driessen (2021) Parental involvement: Types and effectsDriessen Research
The achievement gap of disadvantaged students has always been large, and is still widening. Even more now, during the Covid-19 pandemic. Parental involvement is seen as an important strategy for closing this gap. The ultimate objective is to expand the academic and social capacities of students, especially those of disadvantaged backgrounds determined by ethnic minority/immigrant origin and low socioeconomic status. This article focuses on possible roles of parents in education and aims at answering two questions: (1) What types of parental involvement can be discerned? and (2) What are the effects of parental activities on their children’s attainment? To answer both questions, a review of the literature was conducted, and a synthesis of the results from twelve meta-analyses was performed. The review pointed to a considerable diversity in parental involvement typologies, classifications, roles, forms, and activities. Nevertheless, they can be ordered along the lines of just a few perspectives, namely locus (at home/at school), style (formal/informal), action (active/passive), and actor (parent/student/school). From the synthesis of the meta-analyses it can be concluded that the average effect of involvement on attainment is small. In addition to many positive effects there are also substantial numbers of null and even negative effects. The type of involvement with the strongest effect appeared to be parents having high aspirations and expectations for their child. No differences in effects of involvement on attainment according to ethnic/immigrant and social background could be established. Prudence is called for, however, as there are many limitations to studying parental involvement in a reliable and valid way.
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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http://sandymillin.wordpress.com/iateflwebinar2024
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1. INEQUALITIES OF RACE
AND ETHNICITY IN
EDUCATION
Presented by:
Alejandro Bulan Jr.
Master in Education
Major in Guidance and Counseling
2. LEARNING
OUTCOMES: By the end of this lesson, you will be able to:
To acquire insights about the inequality of
race and ethnicity on education;
To acquire knowledge about the outcomes
of these inequalities;
To share insights how inequalities deeply
affects students on learning effectively;
4. Introduction:
In recent years, especially in the international
arena, increasing attention has been paid to
equity issues in education. As several of these
studies suggest, access to education among
various groups in many countries is severely
unequal (Thomas et al., 2001). For a lot of
countries, disparities among geographical areas,
across social classes and between sexes exist.
5. On the context of foreigners in terms of inequalities of
race and ethnicity and education, they have come up to the
assumption that educational outcomes for minority children
are much more a function of their unequal access to key
educational resources, including skilled teachers and quality
curriculum, than they are a function of race (Hammond,
2000).
Schools serving greater number of students of color had
significantly fewer resources than schools serving mostly
white students.
INEQUALITIES OF RACE AND
ETHNICITY IN EDUCATION
6. Those students that are from the South also has the
lowest capacities to finance public education. In these
states from the South and mostly minorities, has the
worst educational expenditures or in rural districts
which suffers from fiscal [money, economical] inequity.
In fact, there are a lot of savage differences between
public serving students of color and their suburban
counterpart, which typically spend twice as much per
student for populations with many fewer needs.
INEQUALITIES OF RACE AND
ETHNICITY IN EDUCATION
7. Even within urban school districts, schools with high
concentrations of low income and minority students
receive fewer instructional resources than others.
And tracking systems exacerbate these inequalities by
segregating many low-income and minority students
within schools.
* de jure segration – racial segregation
INEQUALITIES OF RACE AND
ETHNICITY IN EDUCATION
8. In combination, these policies leave minority students with
fewer and lower quality books, curriculum materials,
laboratories, and computers; significantly larger class sizes;
less qualified and experienced teachers; and less access to
high quality curriculum.
Many schools serving low-income and minority students do
not even offer the math and science courses needed for
college, and they provide lower-quality teaching in the
classes they do offer.
INEQUALITIES OF RACE AND
ETHNICITY IN EDUCATION
9. In a comparative study of 300 Chicago first graders by
Dreeben found that African-American and white students
who had comparable instruction achieved comparable
levels of reading skills. But he also found out that the
quality of instruction given African-American students was,
on average, much lower than that given white students,
thus creating a racial gap in aggregate achievement at the
end of first grade.
INEQUALITIES OF RACE AND
ETHNICITY IN EDUCATION
10. Education resources do make difference,
especially if funds are used to purchased well-
qualified teachers and to purchase what really
student needs.
There should be no “special treatment”. Special
programs should be given to those with special
needs.
INEQUALITIES OF RACE AND
ETHNICITY IN EDUCATION
11. Another research from American Psychological Association (2016)
also showed that compared to white students, Black students are:
1. More likely to be suspended or expelled
2. Less likely to be placed in gifted programs;
3. Subject to lower expectations from their teacher;
4. Teachers less likely spot black students who excel academically
(Journal of Public Administration, 2016)
*This may have been arisen due from cultural misunderstanding or
unknowingly “implicit biases” that unknowingly affect the teachers
and administrators thoughts and behaviors.
INEQUALITIES OF RACE AND
ETHNICITY IN EDUCATION
12. On Philippines context, studies have found that there are
substantial differences among the Philippines’ regions and
provinces in terms of income.
Poverty incidence, poverty gaps and income gaps greatly
vary from region to region and from one province to another
(Monsod and Monsod, 2003).
Also, there is a widely held view that Luzon gets more
than its fair share as opposed to Visayas and especially
to Mindanao in terms of development policies (Balisacan and
Fuwa, 2003). Given such disparities, there is enough reason
to suspect that there may also be inequality in the
distribution of education across regions and provinces.
INEQUALITIES OF RACE AND
ETHNICITY IN EDUCATION
13. Knowing the extent and nature of education inequality
in the Philippines and how it has fared over time is of
great interest because an unequal distribution of
education opportunities represents large welfare losses
for society.
As the Philippine Human Development Report (2000)
points out, “insufficient or poor education deprives a
person of the means of doing and becoming.” While
education increases productivity and creativity, unequal
access to schooling opportunities may create greater
inequities (Alonzo, 1995).
INEQUALITIES OF RACE AND
ETHNICITY IN EDUCATION
14. Without equal access to education, those who are unable to
improve their productivity and skills will be unfit for better-
paying jobs and will be more likely to be economically
disadvantaged.
Thus, areas where most people have low educational
attainment are likely to be more economically distressed.
EFFECT TO THE COUNTRY:
15. As based from the study
made by Philippine Institute
for Development Studies
(2018), disparities in terms
of years of schooling and
literacy appear to be
narrowing between 2000
and 2010, as shown by
various inequality measures.
There are higher within-
group inequalities exist
among Muslim ethnic
groups while the non-
Muslim, non-IPs are
generally better-off in terms
of years of schooling and
literacy.
16. Their conducted study
also found that Filipinos
had higher access to and
more equitable
distribution of primary
education services, while
lower and less equal
access in terms of
secondary education
services.
17. But as of the now, the Philippine government had been
exerting efforts to improve access of ethnic groups to
education (e.g., IP Education of the Department of
Education; IP component of the Modified Conditional Cash
Transfer, or CCT, program of the Department of Social
Welfare and Development).a
INEQUALITIES OF RACE AND
ETHNICITY IN EDUCATION
18. However, today, the prolonged ban on face to face
learning during the pandemic could worsen the learning
gap in the Philippines, highlighting the need to reform the
educational system, according to an article released by the
Business World (2020).
According to Teach for the Philippines (TFP) (2021), this
pandemic has taken a toll on past efforts and threatens to
generate insurmountable inequities. The students who
were already disadvantaged before the COVID-19 are now
even more crucially and cruelly impacted.
INEQUALITIES OF RACE AND
ETHNICITY IN EDUCATION
19. As TFP said, without the immediate and long last action, the
most undeserved children will continually fall further behind,
compounded by other pre-existing challenges such as
poverty, gender, disability, geography and ethnicity.
With this, we can say that it is an another eye wide opening
scenario and sad reality that despite teachers’ best efforts,
student’s do not have equal access to quality education.
INEQUALITIES OF RACE AND
ETHNICITY IN EDUCATION
20. What do you think should
our government do to
address inequalities on race
and ethnicity on education
especially now during the
pandemic?
22. LEARNING OUTCOMES
By the end of this report, you will be able to:
• Explain how technology, social institutions, population, and the
environment can bring about social change.
• Identify the trends and changes on a family.
• Discuss the current changes on education and impact on
teachers and learners.
25. The world is changing, and changing fast as we can imagine.
Technology, education, health, eating habits, dress – there is hardly
anything in life that is not changing, some challenges we like, while
others create fear and anxiety. On these changes – some others can’t
keep track and some others just chose to go along with it because
like what we always hear – “life goes on”.
26. TRENDS ON FERTILITY AND
FAMILY FORMATION
Fertility behaviour can be constrained for different reasons:
1.The perceived inability to match work and care commitments
because of Inflexible labour markets and/or the lack of public
support
2. The financial costs of raising children;
3. The difficulty for prospective parents in finding affordable
housing to establish a family of their own.
27. TRENDS ON FERTILITY AND
FAMILY FORMATION
- Demographic trends involve low and/or declining fertility
rates and increasing life expectancy;
- The resultant ageing populations have led to a decline in
the number of women of childbearing ages, and curtailed
growth of the potential labour force;
28. TRENDS ON FERTILITY AND
FAMILY FORMATION
- In some countries there has a sharp decline of the working-
age population due to increase number of ageing population,
as seen in the Russian Federation (OECD, 2011a).
- The growing number of retirees will lead to higher public
(and private) spending on pensions and longterm care
supports for the retired population (OECD, 2010b and 2011b).
29. TRENDS ON FERTILITY AND
FAMILY FORMATION
- Informal support networks will come under increasing
pressure as the declining number of children will lead to
a reduction of future informal carers for the elderly
population
30. TREND ON POSTPONEMENT OF
FAMILY FORMATION
-Postponement of childbearing is a major reason for the
decline in fertility rates.
- Greater access to contraceptives has given more adults
control over the timing and occurrence of births.
- And as more men and women first want to establish
themselves in the labour and housing markets, many
adults have chosen to postpone having children.
31. TREND ON POSTPONEMENT OF
FAMILY FORMATION
Postponement of first childbirth generally leads to a
narrower age-interval in which women have their
children and fewer children overall. The proportion of
large families has fallen, while the number of children
growing up without siblings has risen
32. CHILDLESSNESS
In addition to those women who cannot conceive or
those women who have decided not to have any
children, the upper limit to the childbearing years, set
by the so-called biological clock, makes it difficult for
women who postpone having children to give birth at
later ages.
33. CHILDLESSNESS
The proportion of women who remain childless has
increased. Inevitably, the increase in the
childlessness rate, along with the drop in the fertility
rate, has led to an increase in the proportion of
women living in households without children
34. CHILDLESSNESS
The household childlessness rate is strongly linked
to the education level of women.
The difference also suggests there is ongoing
tension between employment and childbearing.
35. TRENDS OR CHANGES IN
HOUSEHOLD
Children in households
- Changing family structures, lower fertility rates and
ageing populations have led to a growing share of
households without children.
36. TRENDS OR CHANGES IN
HOUSEHOLD
Partnership patterns
- Both falling marriage rates and increasing divorce rates
have contributed to the increase in sole-parent families as
well as “reconstituted families”.
- The decline in the marriage rate has been accompanied by
an increase in the average age [32 y/o] at which first
marriages occur
37. TRENDS OR CHANGES IN
HOUSEHOLD
Partnership patterns
- Cohabitation is increasing, and because there are more
people cohabiting before marriage, people are older
when they marry.
38. TRENDS OR CHANGES IN
HOUSEHOLD
Children and parental partnership patterns
- Many people now get married after having children or
have children without getting married This has resulted
in a sharp increase in the number of children being born
outside marriage.
• Children today are also more likely to end up with
divorced parents
39. TRENDS OR CHANGES IN
HOUSEHOLD
Work life and family life
- Changing patterns of female labour market
participation;
- Gender differences in paid and unpaid work remain;
40. TRENDS OR CHANGES IN
HOUSEHOLD
Parents in work
- The growth in the proportion of women in the labour force
is strongly related to the growing numbers of mothers re-
entering the labour force or remaining in employment
- Virtually all employed mothers take a short break from
paid work just before birth and during the first few months
after a child’s birth
41. TRENDS OR CHANGES IN
HOUSEHOLD
Parents in work
- In many countries maternal employment rates rebound when
children are three to five years of age, and maternal
employment rates often increase further when children enter
primary school around the age of six
- The increase in female and maternal employment has led to
an increase in the share of couple families where both adults
are in paid employment. In most countries the male
breadwinner household has now been replaced by dual-earner
couples: on average nearly 60% of couples are now dual-earner
families
42. TRENDS OR CHANGES IN
HOUSEHOLD
Joblessness and poverty among households
-The economic vulnerability of families is linked to
parents’ incapacity to reconcile employment and
parenthood. The most disadvantaged families with
children are those where no adults are in paid
employment
43. TRENDS OR CHANGES IN
HOUSEHOLD
Joblessness and poverty among households
- Joblessness is generally much higher for soleparent families
than for couples with children, and the growth in the
incidence of soleparent families has been a significant
contributor to trends in family joblessness.
- Sole-parent families with a working adult generally have
higher poverty rates two-parent households where only one
parent is employed,
45. Collective behavior and social movements are just two
of the forces driving social change, which is the change
in society created through social movements as well as
external factors like the technology, social institutions,
population, environment and modernization.
46. CAUSES OF SOCIAL CHANGE
Technology
- Some would say that improving technology has made
our lives easier. Imagine what your day would be like
without the Internet, the automobile, or electricity.
- Technology is a driving force behind globalization,
while the other forces of social change (social
institutions, population, environment) play
comparatively minor roles.
- - Drawback – digital divide
47. CAUSES OF SOCIAL CHANGE
Social Institutions
- Each change in a single social institution leads to changes in
all social institutions. For example, the industrialization of
society meant that there was no longer a need for large
families to produce enough manual labor to run a farm.
- Further, new job opportunities were in close proximity to
urban centers where living space was at a premium. The
result is that the average family size shrunk significantly.
48. CAUSES OF SOCIAL CHANGE
Social Institutions
This same shift toward industrial corporate entities also
changed the way we view government involvement in the
private sector, created the global economy, provided new
political platforms, and even spurred new religions and
new forms of religious worship like Scientology.
49. CAUSES OF SOCIAL CHANGE
Population
- Population composition is changing at every level of
society. Some families delay childbirth while others
start bringing children into their folds early. Population
changes can be due to random external forces, like an
epidemic, or shifts in other social institutions, as
described above.
- Family planning
50. CAUSES OF SOCIAL CHANGE
The Environment
- As human populations move into more vulnerable
areas, we see an increase in the number of people
affected by natural disasters, and we see that human
interaction with the environment increases the impact of
those disasters.
51. CAUSES OF SOCIAL CHANGE
The Environment
- Dozens of species are going extinct every day, a number
1,000 times to 10,000 times the normal “background rate”
and the highest rate since the dinosaurs disappeared 65
million years ago.
- The Center for Biological Diversity states that this
extinction crisis, unlike previous ones caused by natural
disasters, is “caused almost entirely by us” (Center for
Biological Diversity, n.d.).
- The growth of the human population, currently over
seven billion and expected to rise to nine or ten billion by
2050, perfectly correlates with the rising extinction rate of
life on earth.
52. CAUSES OF SOCIAL CHANGE
Modernization
- Modernization describes the processes that increase the
amount of specialization and differentiation of structure
in societies resulting in the move from an undeveloped
society to developed, technologically driven society (Irwin
1975).
53. THE CHANGING EDUCATION
Learning is becoming more virtual
Educators are now leveraging technology to create a
different role for themselves in their classrooms. Instead
of using class time to spoon-feed information,
technology is helping them use their time with students
to advance problem-solving, communication and
collaboration—exactly the type of higher-order skills
that leading education specialists say should be the
goals of education for today’s world
54. THE CHANGING EDUCATION
Among the fastest-growing and irreversible trends at
all levels of education: increasing use of laptops,
tablets and other mobile devices.
Teachers are using technology to replace old models
of standardized, rote learning and creating more
personalized, self-directed experiences for their
students.
55. THE CHANGING EDUCATION
Within all levels of education, learning is now
occurring both remotely and onsite through blended
learning programs that combine online and face-to-
face interaction.
56. REFERENCES:
https://www.oecd.org/els/soc/47701118.pdf
https://saylordotorg.github.io/text_social-problems-continuity-and-change/s13-the-changing-
family.html
Lumen. 2021. “Social Movements and Social Change”.
(https://courses.lumenlearning.com/sociology/chapter/social
change/?fbclid=IwAR236R69HB2f6emYY2AlAMSKVvkZc7Nz6viWPd2o9ullkZk9tr42sGdapNw)
Center for Biological Diversity. 2014. “The Extinction Crisis. Retrieved December 18, 2014
(http://www.biologicaldiversity.org/programs/biodiversity/elements_of_biodiversity/extinction_c
risis/).
Centers for Disease Control and Prevention (CDC). n.d. “Technology and Youth: Protecting your
Children from Electronic Aggression: Tip Sheet.” Retrieved December 18, 2014
(http://www.cdc.gov/violenceprevention/pdf/ea-tipsheet-a.pdf).
Freidman, Thomas. 2005. The World Is Flat: A Brief History of the 21st Century. New York, NY:
Farrar, Strauss, and Giroux.
Irwin, Patrick. 1975. “An Operational Definition of Societal Modernization.” Economic
Development and Cultural Change 23:595–613.
https://www.steelcase.com/research/articles/topics/technology/how-technology-is-changing-
education/
https://necsi.edu/changes-in-the-teaching-and-learning-process-in-a-complex-education-
system
57. 1. Do you think that
modernization is good or bad?
Explain, using examples.
2.Based from your own
observation, what are the
significant changes have
occurred on education?