It as found in the study (U.S. Department

It is statically proven that minorities in schools make up so little of the U.S.’ higher education population, success simply cannot be attained without a change. According to the U.S. Department of Education, African American and Latino students make up 37% of the public school population in the United States (U.S. Department of Education). Of those 37%, the Department of Education finds that, 27% of the minority student population is given the opportunity to take an AP course (U.S. Department of Education). The rate at which the students pass goes down to 18%, as found in the study (U.S. Department of Education). Although numbers have trended upwards in the rate at which minority students pass these classes, students in the majority have much more success. Students in the majority make up around 57% of the nation’s students taking Advanced Placement courses, with a pass rate of 61%, given in the annual report done by the Collgeboard on AP course history and testing results (Collegeboard). The stark difference among students in the majority and minority on success rates, has a significant impact on the view minority students have of themselves compared to their classmates. Continually preventing minority students from having higher level educational opportunities given to their counterparts has proven to have taken a psychological and behavioral toll on those students affected. Another study done by the U.S. Department of Education found that nearly 16% of minority students are suspended and forced to go home, while only one percent of students in the majority are suspended and forced to go home (U.S. Department of Education). Suspensions can create a stigma that students are not capable of attaining a higher level education. An additional idea shared by Karen Powell Sears of UConn, is the theory of “misidentification” (Sears). It can be most accurately defined as, “the state of feeling unworthy to motivates oneself to do anything out of fear of preexisting stereotypes” (Sears). A relationship can be found between the concept of “misidentification” and minority students as it pertains to less success and limited opportunities in higher level education (Sears). As peer pressure is a common thing among students of all ages, minority students struggle more than others because of notions that their race is not capable of achieving high level of education. 

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