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ERIC Number: ED475881
Record Type: RIE
Publication Date: 2003-Mar
Pages: 21
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
How Do Educators' Cultural Belief Systems Affect Underserved Students' Pursuit of Postsecondary Education? PREL Briefing Paper.
George, Patricia; Aronson, Rosa
The academic success of underserved students depends on their experiences within the education system. These experiences are influenced by the degrees to which their own culture and language are acknowledged and integrated into the school program, how engaged they become and are encouraged to become, and how well educators support them in instruction, guidance, and assessment. Tracking sets disadvantaged students on a course for failure. School counselors' preconceived assumptions color not only their interactions with students, but also their decisions about how to offer advice on coursework and academic paths. Parents' participation in their children's schools has been proven to make a difference in students' academic success, but many minority parents perceive barriers to participation. Despite court rulings, racial and ethnic segregation continues in U.S. schools. Five reform initiatives that educators can undertake to open pathways to college for undeserved students include acknowledging the negative impact of educators' low expectations, based on racism or stereotyping, on underserved students; creating opportunities for educators and students to get to know each other better on a personal basis; celebrating diversity and affirm self-worth; set high expectations and promoting equal opportunities; and improving home-school-community connections. (Contains 44 references.) (SM)
Pacific Resources for Education and Learning, 900 Fort Street Mall, Suite 1300, Honolulu, HI 96813. Tel: 808-441-1300; Fax: 808-441-1385; e-mail: askprel@prel.org; Web site: http://www.prel.org.
Publication Type: Collected Works - General; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Pacific Resources for Education and Learning, Honolulu, HI.