阿尔伯塔代写Assignment:教育编辑项目

2017-05-21 00:28

被称为教育编辑项目的组织的研究中心断言：“成就的差异通常归因于社会经济因素”。如前所述，Graham注意到动机在某些社会经济地位的学生中较低，而不是特定种族的学生。因此，学术奖励并不需要种族特异性，因为种族本身缺乏动机的相关性。虽然非裔美国人和西班牙裔学生取得良好的学术水平继续增加，仍然是一个明显的差距之间的奖励，他们的成就与种族有关。说明在蒙哥马利县，差异显着分离的种族，通常表现良好，在高端的成就差距和种族，通常达不到标准的学术卓越。根据美国人口普查局对18岁以下儿童家庭的研究，西班牙裔儿童中有百分之27和黑人儿童中的百分之30生活在贫困之中，而白人儿童的比例约为百分之13。Graham继续说，“尽管非裔美国人似乎是低成就动机在这些研究中，他们报道了教育和职业抱负等于或高于白人。”这意味着他们很可能是白种人的渴望去上大学，进入高水平的职业（Graham 66）的组织称为教育编辑项目声称研究中心”在成绩的差距往往归因于社会经济因素”。如前所述，Graham注意到动机在某些社会经济地位的学生中较低，而不是特定种族的学生。因此，学术奖励并不需要种族特异性，因为种族本身缺乏动机的相关性。因此，缺乏动机的非裔美国人的学生不是一个贡献的成就，但缺乏驱动器的学生生活在贫困的经济条件仍然存在的问题。不幸的是，非洲裔美国人和西班牙裔发生的经济形式下小跑居多。相反，我们还必须记住，并非所有的非洲裔美国人在经济困难时，有几个白人和亚裔美国学生在贫困的社会经济状况，而不能获得奖励，鼓励他们努力学习尽管形势进一步建立我们的学校系统内部的不平等。
阿尔伯塔代写Assignment:教育编辑项目
The Research Center for the organization known as Editorial Projects in Education asserts that, "the disparities in achievement are often attributed to socioeconomic factors". As referenced earlier, Graham noticed that motivation was lower among students of certain socioeconomic status, not students in a particular race. Therefore, the academic awards do not need to be race specific because race alone has no correlation to the lack of motivation. While the proportions of African American and Hispanic students who achieve well academically continue to increase, there is still a clear disparity between those who are rewarded for their achievements with relation to ethnicity. Illustrated in Montgomery County, the discrepancy prominently separates the races that typically perform well at the high end of the achievement gap and the races that usually fall short of the standards of academic excellence. According to the U.S. Census Bureau's study of children younger than 18 living in families, 27 percent of Hispanic children and 30 percent of black children live in poverty, compared with about 13 percent of white children. Graham goes on to conclude that "even though African Americans appeared to be lower in the achievement motive in these studies, they reported educational and vocational aspirations equal to or higher than their White counterparts." This means that they were just as likely as Caucasians to aspire to go to college and to enter high status professions (Graham 66) The Research Center for the organization known as Editorial Projects in Education asserts that, "the disparities in achievement are often attributed to socioeconomic factors". As referenced earlier, Graham noticed that motivation was lower among students of certain socioeconomic status, not students in a particular race. Therefore, the academic awards do not need to be race specific because race alone has no correlation to the lack of motivation. Thus, the lack of motivation among African American students is not a contributor to the achievement but the shortage of drive in students who live in poor economic conditions remains the problem. Unfortunately, African Americans and Hispanics happen to form the majority of the economically down-trotted. Conversely, we must also remember that not all African Americans are in economic hardship while there are several Caucasian and Asian American students in poor socioeconomic situations who cannot receive awards that encourage to them strive academically despite their situation further establishing inequality within our school systems.

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