ENGW 1100, Writing Skills Workshop
October 14, 2016
Prof. Young
Still Separate, Still Unequal Quotes
"Schools that were already deeply segregated twenty-five or thirty years ago are no less segregated now, while thousands of other schools around the country that had been integrated either voluntarily or by force of the law have since been rapidly resegregating" (Kozol 41).
"An African-American teacher at the school told me--not with bitterness but wistfully--of seeing clusters of white parents and their children each morning on the corner of a street close to the school, waiting of a bus that took the children to a predominately white school" (Kozol 42).
"Higher standards, higher expectations, are repeatedly demanded of these urban principals, and of the teachers and students in their schools, but far lower standards--certainly in ethnical respects--appear to be expected of the dominant society that isolates these children in unequal institutions" (Kozol 44).
"There is something deeply hypocritical about a society that holds an eight-year-old inner-city child "accountable" for her performance on a high-stakes standardized exam but does not hold the high officials of our government accountable for robbing her of what they gave their own kids six or seven years earlier" (Kozol 46).
Jean Anyon and Jonothan Kozol's research implies that a student's success is directly linked to his/her social class. These four quotes from Kozol make me agree with the prompt that social class predicts the success of a student. I side with the belief that there is an educational apartheid in America where children receive different levels of school based on their racial diversity and socioeconomic status.
"An African-American teacher at the school told me--not with bitterness but wistfully--of seeing clusters of white parents and their children each morning on the corner of a street close to the school, waiting of a bus that took the children to a predominately white school" (Kozol 42).
"Higher standards, higher expectations, are repeatedly demanded of these urban principals, and of the teachers and students in their schools, but far lower standards--certainly in ethnical respects--appear to be expected of the dominant society that isolates these children in unequal institutions" (Kozol 44).
"There is something deeply hypocritical about a society that holds an eight-year-old inner-city child "accountable" for her performance on a high-stakes standardized exam but does not hold the high officials of our government accountable for robbing her of what they gave their own kids six or seven years earlier" (Kozol 46).
Jean Anyon and Jonothan Kozol's research implies that a student's success is directly linked to his/her social class. These four quotes from Kozol make me agree with the prompt that social class predicts the success of a student. I side with the belief that there is an educational apartheid in America where children receive different levels of school based on their racial diversity and socioeconomic status.
Work Cited
Kozol, J. (2005). Still Separate, Still Unequal. Harper's Magazine 311 (1864). http://www.mindfully.org/Reform/2005/American-Apartheid-Education1sep05.htm This article was adapted from Kozol, J. (2005). The Shame of the Nation: The restoration of apartheid schooling in America. New York: Crown.
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