Racial disparities in

education and the

effects on minority
students
Created by Allison Hunter
Introduction
The term racial disparity refers to the
difference in treatment or experience
that may, or may not, be related to
discrimination. In the context of
education, racial disparity refers to the
expectation and treatment of minority-
race students.
 What’s the difference?
Opportunity gap
• The environment in which an
individual is born into, of which
they are unable to change or
make better for themselves.
• This includes race, ethnicity,
socioeconomic status, English
language proficiency, and more.
Basically, an opportunity gap at the beginning of life, often leads to an achievement gap later in life.
Achievement gap
• The lack of academic achievement in
minority subgroups as compared to
the racial majority (White people)
and Asians.
• On assessments across the board,
African Americans, Latino, and
Native American students, on
average, score significantly lower
than their Caucasian and Asian
classmates
 Many of the factors that result in an
opportunity gap, are a direct result of
racist legislation and polices that are
centuries old – not to mention prejudices
against Black and Hispanic individuals,
and even children in the local school
Why is there a system.
gap at all??
These external factors create
environments that make life exceedingly
difficult to escape from, which
perpetuates the cycle generation after
generation.
Factors effecting minority achievement

Lack of parental roles in the home: (further

details on the next slide) in the state of
Socioeconomic status
Alabama, 1 in 3 Black men is in prison or has
been in prison.

Black and Hispanic students are 2 to 4 times

Education redlining: wealthy, gentrified
are likely to face suspension or expulsion than
neighborhoods petition for their own school
their White classmates, for the same offense. In
districts that exclude lower-income
the Southern states, Black students are 7 times
communities. Therefore, lower-income schools
as likely to be suspended or expelled than their
do not get appropriate funding or teacher
White peers (Source: 2000 Color of
resources.
Discipline).
Racial and ethnic composition of the United
States
Race Total population Prison population

White 58% 27%

Black 13% 38%

Hispanic 19% 31%

Source: Federal Bureau of Prisons

Effect of racial disparities on students (short-term)

Black and Hispanic students face lower achievement expectations,

regardless of educational history, if their teacher is white (Source: 2016
Inequality at school, Apa.org).

Black and Hispanic students are less likely to be referred to gifted

programs, if their teacher is white (Source: 2016 Inequality at school,
Apa.org).

Black and Hispanic students face more frequent discipline referrals,

compared to white classmates committing the same offense (Source: 2016
Inequality at school, Apa.org).
Effect of racial disparities on students (long-
term)
• Early education disciple referrals appear to set students up for academic failure
due to behaviors and lack of performance.
• Overtime, these discipline issues become criminal issues, which accounts for the
disproportionate incarcerations rates.
• In 2018, 37% of college enrollments were Black. Therefore, statistically, a Black
person is more likely to go to prison than they are to go to college (2020 The
Condition of Education, nces.ed.gov)
• Lack of academic success leads to fewer job opportunity post-graduation.
 • Be aware of any prejudices, stereotypes, bias’,
etc. in your own heart, and address them and
work through them in healthy ways.
• Be fair and balanced when interacting with and
“I’m just a disciplining students.
• Speak up when you see a student being treated
teacher, what unfairly, whether it’s from another student,
can I do?” teacher, other student’s parent, etc.
• Recognize the importance of connecting your
instruction to your students’ cultural experiences
and incorporate multicultural lessons into your
classroom curriculum.
 What is multidimensional education?
Content integration use examples, data, and information from various cultures

Knowledge construction help students understand how knowledge is constructed, and that different points of view paint different stories.

Prejudice reduction facilitate growth of positive relationships among students of different backgrounds

Equity pedagogy differentiate teaching to facilitate academic success of students from different ethnic and social class groups

Empowering school ensure school organization and practices are conducive to the academic and emotional growth of ALL students.
culture

(Source: Slavin, Educational Psychology)

Being an intentional teacher
Being an intentional teacher requires the understanding that, as a
teacher, your job is so much more than making sure your students pass
state assessments. Their mental health is just as important at milestones
and benchmarks. Their sense of self-worth and self-confidence is just as
important as their reading proficiency. Being an intentional teacher
means that you recognize that each student in your classroom, will grow
to become a member of society and you have the opportunity to
influence what kind of person they will become.
Conclusion
Racial disparities in education are major issues
that result in long-term detrimental outcomes
for Black and Hispanic students. As teachers,
we must recognize that we play an important
part of society in laying the foundation for a
diverse, inclusive world in the coming
generations. It is crucial that we heal from past
injustices and turn our eyes to the future that is
coming where all people, all children, are
treated with love and honor as they were
created to be.
 • Federal Bureau of Prisons. (n.d.). Retrieved from
https://www.bop.gov/about/statistics/statistics_inmate_race.jsp
• Skiba, R. J., Michael, R. S., Nardo, A. C., & Peterson, R.
undefined. (2000, June). Color of Discipline: Sources of Racial
and Gender Disproportionality in School Punishment.
Retrieved June 14, 2020, from
https://www.ncjrs.gov/App/Publications/abstract.aspx?
ID=190431
Resources • Slavin, R. E. (n.d.). Educational Psychology (12th ed.).
Pearson.
• The Condition of Education. (2020). Retrieved June 14, 2020,
from https://nces.ed.gov/programs/coe/pdf/coe_cpb.pdf
• Weir, K. (2016, November). Inequality at school. Retrieved
from https://www.apa.org/monitor/2016/11/cover-inequality-
school