African Americans
The year Howard University was founded
1867
Name & location of the first Japanese Language School
Nihon Shogakko, a Japanese elementary school in California, fosters a deep appreciation for Japanese language and traditions.
Compulsory Attendance Law (1891)
The U.S. government enacted a law requiring Native American children to attend government or mission-run schools, greatly expanding the scope of federal assimilation policies.
Stereotypes
They were often viewed with suspicion and labeled as criminals (Mafia connections) or uneducated laborers.
Two states that established schools for Mexican children
Arizona, California, New Mexico & Texas
Name of the first institution of higher learning for African Americans in the U.S.
Year established
Cheyney University (African Institute) founded in 1837
Ward vs. Flood (1874)
The California Supreme Court ruled that the state legislature cannot use race as a factor to deny children access to the public school system. This decision reinforces the principle of equal educational opportunities for all students, regardless of their racial background.
_______________ founded the Carlisle Indian Industrial School in ____
Richard Henry Pratt & was opened in 1879.
G.I. Bill (1944)
This bill offered Italian American veterans vital access to education, job training, and homeownership, empowering them to achieve upward mobility and enter the middle class.
Deficit Thinking
A mindset that attributes the struggles or underperformance of individuals or groups, particularly in education, to perceived deficiencies or shortcomings within those individuals or groups
Brown v Board of Education (1954)
Consequences
The landmark Supreme Court decision declared racial segregation in public schools unconstitutional, overturning Plessy v. Ferguson. However, many Southern states resisted desegregation through school closures, the creation of private segregation academies, and violent backlash against Black students.
Oriental School
Designed to segregate these students while providing a limited form of education.
Implemented English-only policies that exclude Chinese language and culture.
Textbooks that contain racism against Chinese individuals.
An environment where students constantly confront racism and white supremacy.
Themes cut across the Indigenous experience
Racism, Discrimination, Forced Assimilation & Curricular Genocide
Immigration Act of 1924 & Housing Discrimination
This law imposed strict quotas that severely restricted Italian immigration, resulting in the separation of families.
Italian immigrants frequently faced discrimination in housing, often denied access to better accommodations and forced to live in overcrowded, unsanitary tenements.
Hereditarian theory
Genetics significantly influence individual differences, including intellectual performance, and explain variations between groups.
Three effects of African American Pedagogical Excellence (AAPE) on Students
AA students are three times more likely to be placed in gifted programs
Face lower suspension rates when assigned to AA teachers
Exclusion rates drop by 12% for AA students with AA teachers
Same-race teacher assignments also lead to higher student satisfaction
White students view teachers of color more favorably in 2 out of 3 categories in the MET Study: Challenge, Consolidate, and Clarify
Name two positive attributes that came from Chinese Language Schools
Support Identity Development: Help Chinese students cultivate and maintain strong cultural identities.
Cultural Appreciation: Foster a positive appreciation for Chinese culture and heritage.
Traditional Textbooks: Use textbooks published and widely used in China to enhance cultural understanding.
Promote National Pride: Celebrate China's 5,000-year history, notable leaders, and military successes to instill national pride.
Name four subjects included in the curriculum for Indigenous peoples based on their own culture.
Curriculum included: mathematics, marine biology, music, botany, astronomy, dance, art, architecture, geology, cartography, language, watercraft, culture, religion.
Experience in American schools
Alienation from Language Barriers: Language obstacles contribute to feelings of alienation among students.
Pressure to Conform: Schools often pressure children to deny their cultural heritage, failing to provide information about their parents' homeland.
Parent-Child Disconnect: This environment creates a significant barrier between Italian-American parents and their children.
Key difference between Catholic and Protestant Schools
Catholic schools embraced Mexican American heritage, integrating it with U.S. ideals and using Spanish as a tool of instruction, while naming institutions after Mexican religious figures. In contrast, Protestant schools initially viewed Mexican culture negatively, aiming to Americanize students by transforming them into idealized, Protestant-based American identities.
Connection to Labaree
Labaree's concept of democratic equality emphasizes building self-sustaining communities through professional development. The Secondary Study (1940-1948), the largest study of African American teachers in the South during Jim Crow, involved schools assessing their own communities to propose tailored solutions. It also highlighted the pursuit of social mobility, empowering African American teachers to become change agents and inspire their students.
Connection to Dr. Ladson-Billings’ concept of education debt
Systemic racism and exclusion lead to cumulative educational disadvantages for marginalized groups, reflecting broader issues of underfunded and culturally insensitive educational systems.
Moral debt to the Indigenous
The moral debt to Indigenous peoples stems from the theft of their land and the erasure of their culture. This debt grows as schools, built on stolen land, continue to marginalize Indigenous history and perpetuate cultural erasure, especially for Indigenous children within the education system. Addressing this debt requires acknowledging these injustices and incorporating Indigenous perspectives into education.
“In his early relations with the school, the Italo-American school child experiences a sense of inferiority in his dealings and contacts which evolves into shame of his parents' background, and eventually to a rejection of his family patterns in favor of American patterns. He develops a negative attitude toward the parental culture and, in the school and in situations removed from his immediate environment, ceases to identify himself with it.” (Covello 615).
This quote describes how Italo-American schoolchildren experience feelings of inferiority in school, leading to shame about their parents' background. As a result, they may reject their family's cultural practices in favor of mainstream American norms. This progression results in a loss of cultural identity and a negative attitude toward their heritage, illustrating the psychological impact of cultural pressures on immigrant children.
Five significant court cases
Independent School District v Salvatierra (1930-1931)
Alvarez v Lemon Grove School District (1931)
Méndez v Westminster School District (1946-1947)
Delgado et al. v Bastrop Independent School District (1948)
Cisneros v. Corpus Christi School District (1971)
Rodriguez et al v San Antonio (1971)
Plyler v. Doe (1982)