A Book Report of: Why Race and Culture Matter in Schools
A Book Report of: Why Race and Culture Matter in Schools: Closing the Achievement Gap in America’s Classrooms Abstract This paper is intended to explore and report upon the topics posited by Tyrone C. Howard in his book, Why Race and Culture Matter in Schools: Closing the Achievement Gap in Americas Classrooms. Closely examining each and every chapter as they come and how the structure of this book gives a detailed framework and guidance system for novice and experienced teachers to take their pedagogical skills to more diverse and multicultural levels.
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Also, this paper will review a few lessons or rojects that can be adapted and used within my personal educational institute in order to create and ameliorate a diverse community of learners. Quoting the author and his sources frequently provides a framework for understanding the context and rich content of a fairly complex notion that the author presented with panache and gravitas. Finishing the book written in 2010, Why Race and Culture Matter In Schools: Closing the Achievement Gap in America’s Classrooms by Tyrone C.
Howard has revealed a plethora of scholarship aimed at researching, studying and reflecting upon the ethodologies needed, used and proven for closing the achievement gap. This book is one of several in a Multicultural Education Series that has been compiled by Editor James A. Banks. When I opened the book I was impressed by the long list of multicultural books that are available to read and study.
I intend on exploring, researching and writing scholarly papers that evaluate responses to interventions that can be deployed to help bridge the achievement gap amongst my multicultural and diverse student population. The list that accompanies this book will be a great lace to find original research that can supplement, augment and improve my research endeavors. The series list contains over 36 titles by several of the authors that Howard refers to throughout the course of the book.
Granted one could scour the references that Howard (2010) included in the references section of the book in an effort to find further multicultural disseminations of valid and valuable information, but the list at the front of the book adds an extra dynamic of ease (p. 151-173). Introduction and Chapter One According to Howard (2010) this book was created in response to a very serious issue n education that has scholars, teachers, parents, communities, administration, school districts and state and federal education regulatory bodies perplexed – the achievement gap (p. l).
Howard (2010) describes the achievement gap as such: This moniker is used often to refer to the discrepancy in educational outcomes and access between various student groups in the United State, in particular African American, Native American, certain Asian American, and Latino students on the low end of the performance scale, and their White and certain Asian American counterparts at the higher end of the performance scale. p. 1) Howard (2010) uses the introduction to set the stage for the difficult and at times complex theories and concepts that he posits throughout the book.
Quickly in the introduction Howard (2010) attacks the primary causal explanations of why an achievement gap even exits in a section called “Socioeconomic Status and School Performance” (p. 2). Most persons believe that the achievement gap is a result of socioeconomic status and not related to race or culture. However, Howard (2010) is quick to point out early in his book that even White and certain Asian counterparts (p. 4). This is important to point out because it will dispel any myths that have been tied to socioeconomics and the achievement gap.