Writing about Diversity and Social Justice Dr. Laurence Musgrove Associate Professor of English...
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Writing about Diversity Writing about Diversity and and
Social JusticeSocial Justice
Dr. Laurence Musgrove
Associate Professor of English
Saint Xavier UniversitySaint Xavier University
Chicago, IllinoisChicago, Illinois
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More than any other group, middle-class black students show the greatest academic improvement when they aren't trapped in high-poverty schools, according to a Tribune analysis of Illinois test scores.
from “Test scores, poverty are entwined”by Jodi S. Cohen and Darnell Little
Chicago Tribune, July 4, 2005
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Purpose of Presentation
Describe use of service learningin fall 2004
first-year research and writing course on diversity and social justice
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In elementary schools where fewer than half the students are low-income, nearly 62 percent of middle-class black students passed last year's state reading test.
That's nearly 12 percentage points higher than how they fared in predominantly poor schools.
No other group of students -- whites, Hispanics or low-income blacks -- posted as great an improvement, the analysis showed.
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Description of Course
Honors English First-Year Writing
Focus on Writing Research
Topic: Diversity and Social Justice
Interdisciplinary
Three Writing Assignments• Individual Diversity• Gender and Sexuality• Race, Class, Education
Service Learning Experience
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But few black children have the option of attending a low-poverty school.
In Illinois, three out of every four black students are enrolled in schools where most children are poor.
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Selected Learning Objectives
Understand the concept of diversity and its value in personal and public
life
Understand the connections between race, class, and literacy
Understand the value of personality type
Understand the concept of culture
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Educators say the high concentration of black students in poor schools is one of the biggest barriers to closing the stubborn gap in test scores between white and African-American students, an issue at the forefront of national education reforms.
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Purpose of Service Learning Experience
Provide students with real “text” that supports learning objectives of course
Provide students with “counter-cultural” experiences
Make visible influence of “class” discrimination in U.S. education
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There are few middle-class black neighborhoods large enough to support an entire school, leaving most black families in the state, regardless of income, in schools with high percentages of low-income students.
About 73 percent of the state's black students last year attended predominantly low-income schools, compared with 10 percent of white students.
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Research Project 3
Race, Class, Education, and Social Justice
Honors English Seminar Saint Xavier University
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Not surprisingly, the trend extends beyond Illinois.
Nationwide, more than 60 percent of black and Hispanic students attend high-poverty schools -- where more than 50 percent of students qualify for a free or reduced-price lunch -- compared with 30 percent of Asians and 18 percent of whites, according to the Civil Rights Project at Harvard University.
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Service Learning Assignment
Tour Two Public Elementary SchoolsBoth Predominately African-AmericanClass Differences
Honors English Seminar Saint Xavier University
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Many experts believe that most high-poverty schools in Illinois have subpar test results in part because the schools lack resources to deal with the problems that accrue when poor children are clustered together.
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Service Learning Assignment
Tutor elementary students in each school on short math or writing assignment
Honors English Seminar Saint Xavier University
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These schools typically struggle with higher mobility rates and the difficulties that come when children have unstable home lives.
Students may have untreated health issues such as asthma, behavioral problems and other challenges that can make it harder to learn for all children, even those from wealthier families.
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Results
Some students still failed to get beyond issues of race
Administration at one school had trouble finding time for tutoring
Some students resented assignment
Some students thought experience was limited
Some students better understood class influence on literacy
Honors English Seminar Saint Xavier University
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Conversely, minority students in low-poverty schools are exposed to higher expectations from peers and teachers, less student and staff turnover, and greater academic competition, often pushed by parents determined to see them succeed, according to education experts.
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Revisions
Increased attention to “privilege”
Better highlight issue of “education as social equalizer”
Focus on one school
Evaluations from teacher and students
Honors English Seminar Saint Xavier University