American Liberals are creating a multicultural, diverse America immune to
governance based on meritocracy, a fatal societal flaw in the 21st Century.
It is a misconception to believe that Liberals want progress; Liberals
desire change not progress. Change based on Diversity.
If Liberals cannot get Change without Diversity, they will champion
retrogression. In 2018 America, in the field of Education, Liberals
are playing the sociology card, advocating a return to Educational Segregation;
if not Segregation then the Cantonization within the School System.
As white women revel in the shattering of glass ceilings all over
society, Liberals are preparing to decimate the ranks of white women teachers
, replacing them with less qualified teachers of color, male and female, for
the sake of the children.
It is all so sociological, not logical, but sociological.
“Does Teacher
Diversity Matter in Student Learning?
Research shows that students, especially
boys, benefit when teachers share their race or gender. Yet most teachers are
white women.
As students have returned to school, they have
been greeted by teachers who, more likely than not, are white women. That means
many students will be continuing to see teachers who are a different gender
than they are, and a different skin color.
Does it matter? Yes, according to a significant
body of research: Students tend to benefit from having teachers who look
like them, especially nonwhite students.
The homogeneity of teachers is probably one of the contributors,
the research suggests, to the stubborn gender and race gaps in student achievement: Over all,
girls outperform boys, and white students outperform those who are black and
Hispanic.
……teachers have long been predominantly white
and female. But new educational opportunities for girls may mean that they can
take more advantage of the benefits of female teachers. And studies show that
teacher diversity can make a difference in students’ performance and their
interest in school.
The effect is stronger on boys. Research has
found that boys, and particularly black boys, are more affected than girls by
disadvantages, like poverty and racism, and by positive
influences, like ….role models…. Yet they are least likely to have had a
teacher that looks like them.
“We find that the effect is really driven by
boys,” said Seth Gershenson, an economist studying education policy at American
University. “In the elementary school setting, for black children and
especially disadvantaged black children, the effect of having even just one
black teacher is fairly big and robust and a real thing.”
When black children had a black teacher between third and fifth
grades, boys were significantly less likely to later drop out of high school,
and both boys and girls were more likely to attend college…... There
was no effect on white children when they had a black teacher….….
girls do better with a female teacher and boys with a male one, said Thomas
Dee, a professor of education at Stanford.
When eighth graders had a female teacher instead of a male one,
boys fell behind girls by the equivalent of three and a half months of
learning, according to a well-regarded
study ….
When students and teachers were the same gender, teachers also had more
positive impressions of students, and students looked forward more to the
subject. The study used Department of Education data on 25,000 eighth graders
from 1,000 schools.In high school and college math and science courses,
studies have shown that when women have a female instructor, they get
higher grades…..….A variety of research, for instance, has shown that teachers
tend to assess black students differently from white students. Preschool teachers judge black children more harshly for the same behavior.
White teachers are less likely than black teachers to assign black students to gifted and
talented programs even if their test scores match those of white students. When
black students had both a white and black teacher, the black teachers
consistently had higher expectations for the children’s potential.
Teachers’ biases can end up becoming self-fulfilling prophecy,
Mr. Gershenson has found. “The high expectations actually motivate kids to
do better,” he said. “Black students are hurt by that lack of optimism that
white kids get, and black kids with black teachers rise to meet their
expectations.”
Sometimes teachers underestimate students of their race or
gender, suggesting that they have internalized stereotypes about their own
group and that white and Asian-American students may not experience negative
effects from having nonwhite teachers.
Girls perform about the same as boys in math
on average through eighth grade. By age 17, there is a meaningful male
advantage in that subject.
A new study, not yet published, found that
math teachers favored boys over girls, and white students over black or
Hispanic students — and that female teachers were biased in favor of
boys and that nonwhite teachers were the most biased in favor of
white students.
Long term, the evidence suggests it would make
a difference to train and hire more diverse teachers.
….“It also matters just to have a really good
teacher,” Mr. Dee said. “We don’t want to lose sight of that as we support
diversity.”….NEW YORK TIMES.”
“It also matters just to have a really good
teacher,”…YOU THINK?
If
young black boys can only do well under black male teachers, what in the hell
was the point of desegregating schools?
What was the point of Brown vs. Board of Education if American society is contemplating the cantonization of the school system by race and gender.
Do
Somali students only meet expectations if taught by Somalis?
Do
albino students need albino teachers to
learn?
Do
humans with vestigial tails have to have teachers with vestigial tails?
The
Supreme Court Decision, Brown vs. Board of Education, outlawed segregation based on sociology. Was that sociology wrong?
“Brown
v. Board of Education, 347 U.S. 483 (1954)
Author: Chief Justice Earl Warren
Date:1954
Author: Chief Justice Earl Warren
Date:1954
Annotation: In
1849, Massachusetts' Supreme Judicial Court ruled that the city of Boston had
done nothing improper when it required a 5-year-old African American girl,
Sarah Robert, to walk past white elementary schools and attend an all-black
segregated school. The court rejected the argument made by her lawyers, the
abolitionist and U.S. Senator Charles Sumner and African American attorney
Robert Morris that segregated schooling "brand[s] a whole race with the
stigma of inferiority and degradation."
In
1950, 101 years after the Roberts case, Oliver Brown, a railroad worker, filed
suit against the Board of Education in Topeka, Kansas. …Topeka's white lawyers
argued that Monroe Elementary School was identical architecturally to Topeka's
white schools. And, they noted, that there were more African American than
white teachers with Master's degrees. ….
Thurgood
Marshall and the NAACP Legal Defense Fund used sociological evidence to show
that segregation harmed black children's self esteem. The sociologist Kenneth
Clark testified that ten of sixteen black children preferred a white doll to a
black doll in a test. Eleven said that the black doll looked "bad."
On May
17, 1954, a unanimous Supreme Court handed down its decision. It ruled that
segregated schools are inherently unequal and unconstitutional. The court
stressed that the badge of inferiority stamped on minority children by
segregation hindered their full development no matter how equal the facilities.
….A great deal of behind-the-scenes maneuvering took place before the court
handed down its decision. The previous Chief Justice, Fred M. Vinson, was
against striking down segregation; his sudden death led Felix Frankfurter to
say privately that Vinson's death was "the first solid piece of evidence
I've ever had that there really is a God."
….. Mr.
Chief Justice Warren delivered the opinion of the Court.
….
there are findings below that the Negro and white schools involved have been
equalized, or are being equalized, with respect to buildings, curricula,
qualifications and salaries of teachers, and other "tangible"
factors. Our decision, therefore, cannot turn on merely a comparison of these
tangible factors in the Negro and white schools involved in each of the cases.
We must look instead to the effect of segregation itself on public education.
…...
We must consider public education in the light of its full development and its
present place in American life throughout the Nation. Only in this way can it
be determined if segregation in public schools deprives these plaintiffs of the
equal protection of the laws.
…….the
importance of education to our democratic society. It is required in the
performance of our most basic public responsibilities, even service in the
armed forces. It is the very foundation of good citizenship. Today it is a
principal instrument in awakening the child to cultural values, in preparing
him for later professional training, and in helping him to adjust normally to
his environment. In these days, it is doubtful that any child may reasonably be
expected to succeed in life if he is denied the opportunity of an education.
Such an opportunity, where the state has undertaken to provide it, is a right
which must be made available to all on equal terms.
We
come then to the question presented: Does segregation of children in public
schools solely on the basis of race, even though the physical facilities and
other "tangible" factors may be equal, deprive the children of the
minority group of equal educational opportunities? We believe that it does.
….
this Court relied in large part on "those qualities which are incapable of
objective measurement but which make for greatness in a law school." In
McLaurin v. Oklahoma State Regents, supra, the Court, in requiring that a Negro
admitted to a white graduate school be treated like all other students, again
resorted to intangible considerations: ". . . his ability to study, to
engage in discussions and exchange views with other students, and, in general,
to learn his profession." Such considerations apply with added force to
children in grade and high schools. To separate them from others of similar age
and qualifications solely because of their race generates a feeling of
inferiority as to their status in the community that may affect their hearts
and minds in a way unlikely ever to be undone. ….:
Segregation
of white and colored children in public schools has a detrimental effect upon
the colored children. The impact is greater when it has the sanction of the
law, for the policy of separating the races is usually interpreted as denoting
the inferiority of the negro group. A sense of inferiority affects the
motivation of a child to learn. Segregation with the sanction of law,
therefore, has a tendency to [retard] the educational and mental development of
negro children and to deprive them of some of the benefits they would receive
in a racial[ly] integrated school system.
Whatever
may have been the extent of psychological knowledge at the time of Plessy v.
Ferguson, this finding is amply supported by modern authority. Any language in
Plessy v. Ferguson contrary to this finding is rejected.
We
conclude that, in the field of public education, the doctrine of "separate
but equal" has no place. ….It is so ordered.”
First
Liberals pushed America into being a diverse, multicultural society; that
society is failing.
Now
Liberals want to mask that failure by re-segregating the school systems of
America; and make no mistake about it, the decimation of white women teachers
will lead to re-segregated schools. The whole purpose of this revisionist
sociology, this anti- Kenneth Clark sociology is to re-segregate American schools
into cantons, Somali schools with Somali teachers, Hispanic schools with
Hispanic teachers, white schools with residual white women teachers.
Liberals
intend to cement a Diverse, and Multicultural Society by Re-Segregating
American schools.
Liberal
madness.
Seemingly
God took Fred Vinson for no good reason.
America integrating Little Rock schools
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