It is a learner right to get education free from discrimination. Discrimination in education includes gender to race, age, financial status, social class and so on. From the past two decades, the research is going on how and when immigrant children and their parents experience discrimination has seen as a surge. This article will focus on structural discrimination in education with immigrant children.
Different people need different considerations. As it is said by the Roman emperor ‘justice is the constant will to render to each his due” in other words, everyone should receive what they deserve. But it doesn’t mean that the poor deserve to be hungry, educated and sick. It means that every person whether poor or rich needs rights and respect.
Teachers in the school develop negative assumptions about immigrant’s children. They develop the thoughts from lack of information, their assumption which is often derived from public policies. Immigrant’s children discrimination includes social rejection or frequent negative comments from their teachers. Studies shows, immigrant children often face discrimination in schools. Many times immigrant children reported being unfairly treated, receiving bad comments, being excluded from activities or being threatened by other peers.
Four forms of structural discrimination in schools are;
Children of immigrants face three different types of segregation in school settings by race/culture, language, and financial status. Hence, immigrant’s children often are focused on schools with low exposure to English students and other low-income students who also faces academic disadvantages.
Mostly, immigrant’s children attend schools in high poverty. Due to studying in high-poverty areas, they struggle with less experienced and less skilled teachers with fewer resources and they have lower academic outcomes. In high poverty areas of the countries, there are limited resources and overcrowded classrooms and less use of instructional technology and advanced teaching strategies.
Apparently, teachers are unable to communicate and engage with the parents of immigrants. Teachers believe, the immigrant parents need to approach them while many immigrants’ parents feel inappropriate to approach teachers. Hence, parents are not connected to schools. When parents are not connected to schools, they cannot effectively advocate for their children or promote their academic engagement and sense of belonging in schools.
An educator administers takes inappropriate language proficiency tests to children learning a new language. And they often misdiagnosed due to limited English proficiency. As a result, English language learners (ELLs) are more likely than their monolingual peers to be placed in special education classes or categorized as having disabilities in learning.
Immigrant families usually encounter the U.S educational system when their children enter preschool or kindergarten. At a very early age, they experience negative experience which affects a child’s development, academic performance and later mobility. This article concludes that teachers need to be trained, healthy relationships between schools and immigrants.
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