Learning About the Effects That Racial Stereotypes Might Have on Teaching (Essay Sample)

Learning About the Effects That Racial Stereotypes Might Have on Teaching

Chapter One
Background
Stereotyping is a behavior affecting many people from diverse racial groups, genders, socioeconomic statuses, and sexual and ethnic groups. Almost everybody in the world has experienced stereotyping, and the process involved in the stereotype affects minority groups more. According to Ewing (2015), ethnically diverse students perform poorly in response to stereotype threats in their academics. The threats emerge from stereotypic beliefs, affecting ethnically diverse learners differently. The increased disparities in learning opportunities and better performances are sustained by the negative academic stereotypes that discriminate learners as having low academic potential, lacking motivation, and inability to engage in education fully.
Increasing the participation and attainment of racially and ethnically diverse learners in school is essential. Educators must fight the stereotypes that negatively affect their performance. The most common include the long-standing cultural myths of the minority student's potential abilities that make educators lose interest in helping them and a differentiated learning focus (Chun et al. 2018). Taylor and Walton (2011) assert that stereotype threat is an awareness of negative perceptions and behaviors ethnically affecting diverse learners' test performance. It reduces their desire to participate in challenging and technical academic activities, interfering with their long-term academic growth.
Study Purpose
A significant observation among learners on stereotyping and prejudice includes them feeling disheartened and losing hope in any possibilities of the situation changing. According to Priest et al. (2018), stereotyping is automatic and inevitable in some circumstances because somehow, everybody has faced prejudice at certain point. Despite understanding the effect of racial stereotyping, few studies have focused on establishing the effect of stereotype threat on initial learning of children. According to Priest et al. (2018), a person experiencing stereotype threat under-demonstrates her knowledge level, especially when handling tests that demand complex cognition. Additionally, ideation linked to stereotype threat affect learner's engagement in high cognition activities during initial learning. The results include negative initial learning and poor knowledge formation, caused by lack of concentration on content being delivered, because the stereotype threat is no longer salient (Bécares and Priest, 2015). The effects include systemic effects in different courses such as mathematics where curriculum, is developed from previously learned material. It means in case a learner failed to understand a specific content area, it becomes complex to learn the following step, leading to severe consequences.
The study intends to examine how learners can recognise stereotype threat and handle it head on, diminishing and exceeding expectations. The study intends to understand the effect of students buying into the identity stereotypes, presuming teachers are there to propagate the stereotypes. The focus is on black learners with low income levels, examining if they are aware of the stereotypes, and if in some instances, they use it when they require an excuse not to perform well. The study will examine the implication of the phrases such as "The learners prefer to say they do not know because they are from the black race".
Interventions of eliminating achievement gaps among minority and dominant races cannot be attained if education policy makers fail to address social stratification that is propagated by racial discrimination. The current study intends to fill the gaps in the literature, by examining inequalities among 3rd and 4th grade black Caribbean boys and girls. The focus is on academic and non-academic outcomes, with race, and socioeconomic status acting as an intersection, with the curriculum (Priest et al. 2015). The study will achieve this by identifying socioeconomic, and racial benefits and limitations, among the third and fourth grade Caribbean learners. Intersecting race identities, alongside socioeconomic attributes, supports comparisons based on race and color, which is the basis of this study. The main identities of the current study will include male and female Caribbean learners from 3rd and 4th grade, and socioeconomically less privileged, thus experiencing high level of marginalisation because of their racial and ethnic group, which is the minority, leading to the disadvantaged socioeconomic positions.
Research Aim, Research Objectives, and research Questions
Research Aim
The study aims at understanding the effect of racial stereotypes on Teaching, using Caribbean learners from Grade 3 and Grade 4. The study will perform an intersection of the race identities of the black Caribbean learners, linking their race to the low socioeconomic status that further increase the stereotypes in class, which inhibit appropriate Teaching, leading to their poor performance. The study will implement literature methodology to fill in the gaps of past studies, and establishing exactly how the stereotypes interfere with proper learning. The study intends to establish the effect of racial stereotypes of Teaching by answering the following research questions and objectives
Research Objectives
* To establish the role teacher labelling and perception play towards academic performance of Caribbean Grade 3 and Grade 4 learners
* To examine the role educational resources assigned to Caribbean black leaners play towards their academic and non-academic performance in class
* To analyse the effect of biased historical curriculum towards academic performance, and behaviour of black Caribbean learners
Research Questions
* How does teacher labelling and perception influence academic performance of Caribbean learners?
* What role do educational resources that discriminate against minority leaners play towards their academic and non-academic performance in class?
* How does a biased historical curriculum towards affect academic performance, and behaviour of black Caribbean learners?
Study Significance
Lack of information and rights of pupils in primary education that are undergoing racial segregation, and stereotyping has been an obstacle to social justice, and an opportunity to perform exceptional well in their academic ladder. The current study on understanding how racial stereotypes affect Teaching is important in pushing for greater rights for pupils and parents that have continued to be isolated internally, excluded informally, or on the verge of exclusion. The study will provide appropriate recommendations to develop strong rights for minority learners.
The study intends to prove that disengagement of ethnically and racially diverse learners from education is caused by stereotype threat. The study indicates that the learners feel within specified domains, where their academic ability and ethnic identity is always questioned and scrutinised. Despite the threat not being communicated verbally, it is present, a threat hanging in the air. It is rarely explicitly stated, but the same. The research intends to proof the effect of stereotype threat on the minority group of learners, mainly black students (Bécares and Priest, 2015). Since stereotype threat in academic domains affect learners by putting pressure on minorities, needing them to multitask, the current study will review the effect of racial stereotype threats on black student's performance burden, while highlighting the long-term effect of disidentification.
Methodology
The research will adopt a narrative literature review method to examine the effect of racial stereotype on Caribbean black learners. The method is the most effective because it is comprehensive, and objective on examining current knowledge on a topic. Narrative literature review is essential in establishing the theoretical framework based in the context of the research. In this research, the literature review will be critical in identifying patterns and trends associated with racial stereotypes among black learners, and how they influence their Teaching (Bae, 2014). According to Ferrari (2015), the literature review will provide a review of most significant elements of current knowledge on the topic. It will form the introduction to the study, defining the research objective, underlying hypothesis and reviewer's argumentative thesis.
Benefits of Using Narrative Review (NR)
Narrative review has the potential to address more than one question, and it gives the researcher freedom, because of the opportunity to include many articles without any explicit specification. The general approach serves the purpose of selecting few studies that describe problem at hand. According to Ferrari (2015) narrative reviews do not have a predetermined research question or the specified search strategy, but just a topic of interest. More so, they are not systematic and do not follow any specified protocol. Ferrari (2015) explains that no standards of protocols guide the review, therefore allowing reviewers to learn about the research problem, using numerous types of research, allowing them to reach at a comprehensive comprehension of the state of the related problem under study. Narratives cover numerous issues within a particular topic, and the propensity not to follow any rules ensure researcher go beyond to gain information about the topic under study. It allows selection and assessment procedures to meet the editors' propriety sense.
Limitations of NRs
A major limitation includ...