Ring the Alarm: Moving From Educational Gaps to Educational Opportunities for Black Students

• In Event: Pathways to Excellence: Strengthening the Learning and Development of Black Students

Abstract

Objectives and Purpose:
The purpose of this paper is to examine the gaps in educational opportunities for Black students and identify leading educational, policy and teacher education efforts in eliminating gaps.

Perspective or theoretical Framework:
Inequalities in educational have existed since the beginning of formal education. Educational disparities often emerge as you compare groups of students based on race, ethnicity, socioeconomic class, gender, and/or geography. The current paper acknowledges and discusses the educational gaps of Black students. However, this proposal shifts from focusing solely on educational gaps to one that focuses on the educational opportunities for Black students.

Despite academic gains made by African American children, many still score 20 or more points below on standardized reading & mathematics test scores. Research has shown that achievement disparities for Black students emerge before and during kindergarten. They can lose educational ground during the first two years of school. If this trend continues, Black students will begin high school (9th grade) substantially behind their peers (Fryer & Levitt, 2004). Although it is easier to prevent achievement gap than it is to close them (Barnett, Carolan, & Johns, 2013), the majority of educational and reform efforts are concentrated on trying to closing these gaps with minimal success.

The singular focus on the achievement gap of Black students by comparing them to White students has created a paradigm where White achievement is deemed as the “standard” to which all others are to be compared. There is a need to move away from talking and commiserating about the educational gap of Black students. We need to stop “gap gazing” (Guiterrez, 2008) and move to talking and strategizing about the “opportunity gap.” This paper will focus on preventing these gaps by promoting educational opportunities.


Methods, techniques or modes of inquiry
There will be a discussion regarding ways to reduce educational disparities and increase Black students educational opportunities. The following areas will be examined: rigorous curriculum (including advanced classes), teacher and school quality, student expectations, school engagement, and the home-school connection.

Results
Black students are exposed to deleterious and punitive educational environments that have significant effects not only on their educational outcomes, but their social and emotional development, and future careers. They are more likely to attend lower quality schools, be retained, and are three times as likely to be suspended or expelled (Office for Civil Rights, 2014). Third grade standardized reading test scores have been linked to school dropout and incarceration. These educational experiences are contributing to the achievement disparities of Black students.

Scientific or scholarly significance
Schools must provide opportunities to provide meaningful learning activities and foster positive relationships with their teachers and peers. These experiences must not only acknowledge the cultural background of Black students, but must also incorporate their cultural background into educational practices including teacher training. This paper will identify educational, policy, and teacher education efforts in promoting the educational opportunities of Black students. There will be a direct examination of how culturally relevant practices contribute to these opportunities.

Authors

• Marisha Humphries, University of Illinois at Chicago

• Iheoma U. Iruka, University of Nebraska