1 Education & the Intersection of Race, Class & Gender
2 Tony used failure as inspirationTony used failure as inspiration. After he didn’t place in the eighth grade science fair, Tony interned at Shands Hospital and developed a method of reducing the amount of time it takes to perform hysterectomies and potentially reducing the risk of complications after the procedure.
3 Carson Huey-You The 11-year-old is the youngest student ever to attend Texas Christian University. Carson, who plans to become a quantum physicist, is taking calculus, physics, history and religion in his first semester
4 Anala Beevers of New Orleans learned the alphabet at four months of age and learned numbers in Spanish by the time she was 18 months. Now, at 4 years old, she is one of Mensa’s newest members.
5 At the age of 16, Pugh already had a minor planet named after herAt the age of 16, Pugh already had a minor planet named after her. It was the second-place prize she earned at the 2010 Intel International Science and Engineering Fair in San Jose, Calif.
6 Jaylen Bledsoe, 15, of Hazelwood, MoJaylen Bledsoe, 15, of Hazelwood, Mo.. He started his own tech company, Bledsoe Technologies, which specializes in Web design and other IT services when he was just 13 years old and expanded it into a global enterprise now worth around $3.5 million.
7 At 7 years old, Zora Ball has become the youngest person to create a mobile video game. The Philadelphia native developed the game using programming language Bootstrap, usually taught to students between the ages of 12 and 16 to help them learn concepts of algebra through video game development.
8 At 17, Rochelle Ballantyne is one of the top chess players in the world. This Brooklyn, N.Y., native is on the verge of becoming the first black American female to earn the title of chess master.
9 Parents, politicians, educational policy makers and social workersshare the belief that a "good education" is the meal ticket.
10 Education Will unlock the door to economic opportunity and thus enable disadvantaged groups or individuals to improve their lot dramatically!
11 US is a meritocracy poverty and wealth are the result of individual inadequacies or strengths rather than the results of the distributive mechanisms of the capitalist economy.
12 American society is open and competitivea place where an individual's status depends on talent and motivation, not inherited position, connections or privileges linked to ascriptive characteristics like gender or race.
13 To compete fairly everyone must have access to education free of the fetters of family background, gender, race and class.
14 Education helps legitimateFor poor and many minority children if not actually reproduce significant aspects of social inequality in their lives.
15 Education and Race DesegregationBlack adults who experienced desegregated education as children more likely to attend and graduate from multiracial colleges, work in higher-status jobs,
16 Modest gains at best Most American children attend schools segregated by race, ethnicity, and social class.
17 Tide IX The act mandates gender equality of treatment in admission, courses, financial aid, counseling services, employment, and athletics
18 Athletics While women constitute 53 percent of undergraduates, they are only 37 percent of college athletes
19 Secondary schools For example, in K-12 education official curricular materials frequently feature a preponderance of male characters. Male and female characters typically exhibit traditional gender roles.
20 Education Gap closed Measured in median years, the gap in educational attainment between Blacks and 'Whites, and between males and females, has all but disappeared
21 Income Inequalities still existeducational reforms do not create more good paying jobs affect gender segregated and racially segmented occupational structures When manufacturing jobs leave Education won’t help White working-class or minority youth
22 Persistence Of Educational InequalityFamily background, race, and gender have a great deal to do with whether a person goes to college and which institution of higher education they attend
23 there is substantial race and ethnic segregation between institutions of higher educationWhites and Asian-Americans are more likely to attend higher status universities than are African-Americans and Latinos Negative quotas exist for Asian-Americans at Berkley and Harvard
24 members of more privileged social groups gain even higher levels of education.They attend private and elite schools from K-12 they receive a different education than those who attend Public Schools: Especially in comparison to those who live in rural communities or inner cities
25 Those with the most education from the best school tend to be the top candidates for the best jobs.Therefore people from more privileged backgrounds maintain an advantage over those members of the working class, women, and minorities
26 Race, Intelligence and IQ: Are Blacks Smarter than Whites?Black African Immigrants Significantly Exceed Whites in Level of Education: African-born blacks comprise about 16 percent of the U.S. foreign-born black population (U.S. Bureau of the Census, 2000), and are “considerably” more educated than other immigrants.
27 Black African immigrants to the United States are more likely to be college educated than ‘any’ other immigrant group, which included those from Europe, North America and Asia (see also Nisbett, 2002; U.S. Bureau of the Census, 2000). African immigrants have also been shown to be more highly educated than any native-born ethnic group including white and Asian Americans (Logan & Deane, 2003; Williams, 2005; The Economist, 1996; Arthur, 2000; Selassie, 1998; Nisbett, 2002).
28 Most research suggests that between 43. 8 and 49Most research suggests that between 43.8 and 49.3 percent of “all” African immigrants in the United States hold a college diploma (Nisbett, 2002; Charles, 2007; U.S. Census, 2000). This is slightly more than the percentage of Asian immigrants to the U.S., substantially greater than the percentage of European immigrants, nearly “double” that of native-born white Americans, nearly four times the rate of native-born African Americans, and more than “8 times” that of some Hispanic groups (Williams, 2005; Nisbett, 2002; Kent, 2007; The Journal of Blacks in Higher Education, ; U.S. Census, 2000)!
29 Black immigrants from Africa have also been shown to have rates of college graduation that are “more” than double that of the U.S. born population, in general (Williams, 2005). For example, in 1997, 19.4 percent of all adult African immigrants in the United States held a “graduate degree”, compared to 8.1 percent of adult whites (a difference of “more than” double) and 3.8 percent of adult blacks in the United States, respectively (The Journal of Blacks in Higher Education, ).