SOCIAL LIMITATIONS

Social, Economic, And School System's Limitations



Social, Economic, And School System's Limitations

Introduction

Throughout this course we have read many articles, many articles about inequalities in our social, economic and educational systems and the effects on minorities as a whole. I will be writing about the African American plights throughout the histories of these articles and the obstacles they have had to endure in order to make change, in their social, educational and economic endeavors. Have these changes equaled out? Have their efforts been in vein? Does true equality exist, in this day and age? I will use many of our readings for this topic.

Discussion

When legally mandated to open their doors, PWIs admitted cultural outsiders with relatively little thought given or action taken to accommodate the 'stranger' (Anderson, 2005). With no real change in the PWI model as more blacks were admitted into white institutions, tension between cultures escalated (Anderson, 2005). The unchanging nature of most PWIs conveyed to some that white institutions were superior and students attempting to maneuver through them must conform to the institutional standards rather than evolving standards more appropriate for the needs of a diversifying student body (Anderson, 2005). According to Kantor (1995), African American students continue to perceive PWIs as hostile, unsupportive, and unwelcoming. One way that hostility manifests itself at white institutions is through peer culture. Fellow students' negative attitudes about the presence of blacks produces an unfriendly environment for blacks to reside and learn (Kantor, 1995).

Faculty and staff aid in constructing an adverse atmosphere for African American students (Kantor, 1995). Some faculty and other front-line college employees maintain elitist attitudes toward education; professors and other staff view their role as research and academically-oriented rather than as a retention agent or facilitator (Kantor, 1995). The lack of African American faculty and staff also contributes to the problems that African American students face at PWIs (Kantor, 1995). Another significant factor in formulating a stressful college climate for African American students is individual and institutional racism. Black students experience a lot in the classroom with instructors serves as a catalyst for racist behavior by students and other faculty. (Bracey, 2003)

Ignorance not only plagues PWIs' administrations and staff, but also incubates within majority students. Bracey, (2003) conducted a qualitative study of white students' attitudes about African Americans. His findings indicated white freshmen had little or no contact with African Americans, yet they harbored negative assumptions about blacks and black culture. These students felt that black students intentionally secluded themselves from whites. Several indicated they rarely interacted with African Americans on their college campus. However, when these students did have positive interactions with black students, it was always stated as an exception. The exceptions that were mentioned were African Americans who culturally identified as white (Bracey, 2003). Current literature about white student attitudes regarding African American students is scarce. Although many researchers assume that majority students harbor negative feelings toward black students, the literature is actually inconclusive. Although Saddlemire's results are not generalizable, they can help ...