Inequality and diversity in education.

 

 

 

 

 

For the final project, you will propose a solution (e.g., a program, curriculum, policy, etc.) to address a specific issue related to inequality and diversity in education. You are free to be creative in what you focus your paper on as long as the goal is to improve equity in education. The total project is worth 75 points and includes a proposal (which will become part of your final paper) and a final paper.

Note that number of pages for each section are suggested, but you may go beyond these. Don’t forget to number your pages! See this sample paper. Please note the sample paper contains a section you are NOT required to do (convening a focus group). Please disregard this portion of the sample paper.

Your entire paper must be formatted following APA guidelines.

1. Title page, with title of project and your name (1 page, but this does not count toward your 8 -10 pages)

2. An abstract (this also does not count toward your 8-10 pages)

3. Overview, Background & Justification of Project/Discussion of Related Research (3-4 pages)

Describe your project
Describe WHY you chose to propose this project
Discuss HOW it addresses/relates to inequality and diversity
SUMMARIZE the research that supports your project and justifies the need for your project
4. Description of targeted group (half-1 page)

Who are you targeting and why?
Grades/ages, SES level, racial ethnic background, etc.
5. Goals & Desired Outcomes (1-2 pages)

What are your intended goals and outcomes? Be sure these relate to the educational problem you are addressing.
Describe the research that supports why your goals are important and why your project will help reach the goals/outcomes
Goals and outcomes should be specific, and should clearly relate to equity in education
6. Description of your proposed solution and timeline (3-4 pages)

Be specific about the elements of your solution
Use research articles to justify why you think your proposed solution will work
Include a general timeline for implementing your project (e.g., weekly/monthly steps) and reaching your goals
7. List all your references, APA style only

Criteria and Points
Discussion of educational issue you are addressing, with integration of research to support your issue (20 points)
1-4=Very little description of educational issue, not clearly tied to inequality, research not cited, primarily personal opinion

5-9=Some justification for educational issue, research mentioned

10-14=Some discussion of research, but evidence not clear, research not relevant

15-17=Research used well but some information missing, good justification/description of education inequality

18-20=Thorough justification and research clearly discussed and integrated

Description and specificity of targeted goals and outcomes, with research support (5 points) 1-2=goals mentioned but not clearly described, outcomes unclear; 3 – 4=missing some description of goals/outcomes; 4 – 5=goals and outcomes clearly described with good justification
Creativity/originality of proposed solution (5 points) 1-2=nothing new or original about proposed solution; 3-4=good ideas or combination of elements that is new; 4-5=solution includes some unique innovation
Design/description of solution, how/why it will address goals/outcomes; timeline (20 points)
1-4=Limited description of solution, not clearly tied to goals/outcomes, research not cited, primarily personal opinion, timeline missing

5-9=Some justification for how solution will address educational issue, research mentioned, timeline very broad

10-13=Some discussion of research supporting solution, but not clearly tied to goals/outcomes, research not always relevant, timeline missing some specifics

14-16=Research used well but some information missing, good justification/description of solution, clearly tied to goals/outcomes, good timeline

17-20=Thorough justification and research clearly discussed and integrated to support solution, timeline and elements of solution are detailed

Sample Solution

What was “new” about the New South? The accompanying will talk about what, on the off chance that anything was new about the New South that rose in the United States after 1877. Before the American Civil War the old South had overwhelmingly been an agrarian economy in which blacks were slaves who had taken a shot at the cotton ranches, plants, or had been residential hirelings. Cotton had been the real ware of the economy, which had chiefly been traded to Britain. The American Civil War had been battled about the issue of subjugation and whether the Southern States reserved the privilege to surrender from the United States to safeguard the establishment of bondage (Hobsbawm, 1975 p.184). The Civil War conveyed social and monetary changes toward the South. Its cotton trades had been definitely decreased, its horticultural and mechanical yield declined strongly, while quite a bit of its framework was decimated. Amid the common war President Lincoln had declared the liberation everything being equal, while blacks had battled with unique excellence on the Union side. The obliteration conveyed toward the South by the common war implied that a time of recreation was required a short time later. Driving white Southerners, for example, Henry Grady required a New South. The blacks that were liberated, because of the Confederate States losing the common war, likewise foreseen a New South. The blacks in the Southern States anticipated that their lives should be better after the Union’s triumph and the period of remaking. In numerous regards solid contentions can be exacerbated that their lives showed signs of improvement. Du Bois for one battled that blacks “had battled bondage to spare popular government and afterward lost vote based system in another and vaster subjugation” (Du Bois, 1935 Chapter 1). The consequence of the American Civil War in principle was that the four and a half million blacks in the United States were all free and equivalent with the white populace. In any case, the finish of the Reconstruction made those equivalent rights a joke in the New South (Brogan, 1999, p.348). That the New South was not another spot for the better for its dark populace was because of the manner by which the American Civil War finished. Lincoln’s death was the South’s retribution for losing the War. Lincoln’s successor, Andrew Johnson was less equipped for guaranteeing that the South changed in manners that profited its dark populace. From his administration onwards, the North did next to no to guarantee Southern blacks had any significant rights (Brogan, 1999, p.348). Southern blacks were just ready to practice their political rights while the Union powers stayed in the South, those rights stopped to exist as a general rule once the South was left to run itself. The concealment of Southern blacks was ostensibly more awful once they had been formally liberated than when they had been slaves. Racial segregation, the dread of brutality and destitution implied that the New South was no superior to anything the Old South had been (Hobsbawm, 1975, p.143). Neither the South when all is said in done or its curbed dark populace specifically, picked up as much from the United States fast industrialisation from the 1870s onwards as the North did (Hobsbawm, 1987, p.35). In the New South there was a powerful urge among the crushed Confederate States to make its dark populace subject to its exacting political and financial controls for whatever length of time that conceivable. The abrogation of subjection had not seen the finish of the cotton ranches. In any case, employments and better pay were given to the whites as opposed to blacks. Blacks were given the least paid employments and they could be rebuffed for not taking them. For some blacks the freshness of the New South was the expanded cruelty of the separation they were exposed to. While the whites in the New South had been unfit to vanquish the Union amid the American Civil War, they were in a situation to make life extremely upsetting for the dark populace of the New South. Much separation was given legitimateness through the ‘Dark Codes’ of the Southern councils that seriously confined the privileges of previous slaves. Subjection had, in numerous regards, been reestablished in a more subtle structure (Brogan, 1999, p.352). Those blacks that endeavored to practice their lawful rights found legitimate and political impediments set before them, which adequately denied them of each one of those rights. They likewise confronted viciousness and terrorizing all the time (Bradbury and Temperley, 1998, p.153). The Southern states had the capacity to keep the Constitutional Amendments that nullified bondage and gave liberated slaves their rights having a positive effect as they were in charge of their authorization, instead of the national government (Murphy et al, 2001, p.315). States, for example, Louisiana had no goal of giving blacks any rights on the grounds it was unlawful to do as such (Du Bois, 1935, p.454). A progression of measures which were known as Jim Crow laws were utilized by the Southern States to isolate and stifle their dark populaces. Despite the fact that they guaranteed the isolated administrations were of equivalent quality, this was a hoax to pardon ignoring their dark networks (Cobb, 1992). Generally speaking Jim Crow Laws deferred the monetary advancement of the New South, while they systematized racial separation and isolation. The expense of giving isolated administrations brought down the nature of training, lodging, and transport in the New South. Isolation had even been embraced by the Supreme Court insofar as administrations were of equivalent quality, which few tried to check. Such separation was in opposition to the manner in which Henry Grady trusted the New South ought to have created. Grady contended that the most ideal approach to industrialize the New South was to regard blacks as equivalent accomplices instead of inferiors. In this manner social equity and fairness were similarly as vital as capital and apparatus in structure the New South (Mauk and Oakland, 1995 p. 108). Grady trusted that the New South would be the ideal majority rules system as long blacks were dealt with similarly. The common war had been an open door for the South to stop its obsolete dependence on bondage and cotton (Harris, 1890 p. 15). Isolation, just as being ethically faulty, kept the South generally poor and in reverse in connection to the remainder of the nation (Hobsbawm, 1975 p.184). Destitution was another element of the New South. Destitution incomprehensibly enough had not been an issue for blacks in the South when they had been slaves. In spite of the fact that, they had no opportunity, slaves were furnished with essential dimensions of convenience and nourishment, on the sensible premise that undesirable slaves did not fill in just as solid ones. Southern slave proprietors had commonly treated their slaves all around ok for their numbers to increment at a similar rate as the white populace (Bradbury and Temperley, 1998 p. 153). Protectors of subjugation had kept up that it kept the Southern states monetarily aggressive, kept the dark populace at subsistence, while guaranteeing that every white man could discover paid work (Brogan, 1999, p.371). Neediness, as liberated slaves found to their expense, was as prohibitive of their opportunity as real shackles had been. Liberated slaves needed to contend with whites to pick up employments. Destitution was firmly connected with racial separation, in that whites were given better employments and better working conditions, notwithstanding when there were better-qualified blacks to carry out the responsibilities. Separation in the arrangement of instruction, lodging and restorative consideration likewise added to keep the blacks subdued and in neediness (Cobb, 1992). Blacks were disappointed by their neediness, while escape clauses were utilized to guarantee that poor whites kept the vote (Hobsbawm, 1987, p.24). Another new component of the New South was the expanded dimensions of urbanization. Urban areas, for example, New Orleans and Birmingham expanded in size amid the recreation time. The urbanization of the New South was aftereffect of the modern development supported by the Southern states and the movement of individuals attempting to escape rustic neediness. Moving to the urban communities did not decrease racial segregation and it scarcely expanded open doors for dark individuals. Birmingham was the main city to accomplish industrialisation on a noteworthy scale in the New South. The South was monetarily kept down by its intentionally uneducated blacks and its under instructed whites (Brogan, 1999, p.372). Southern blacks had additionally moved to northern urban areas, for example, New York to build their chances and to escape racial separation. The North was as yet inclined to such separation regardless of whether it gave more noteworthy chance and blacks confronted lower dangers of brutality. The Southern states had been spurred to institute the ‘Dark Codes’ to confine relocation to both Southern and Northern urban communities (Brogan, 1999, p.363). Joblessness was a more evident issue in the New South than it had been in the old South. Joblessness and low paid work in a nation with no open welfare arrangement was a difficult issue, particularly for blacks that were oppressed and couldn’t bear the cost of the fundamental necessities of life (Hobsbawm, 1987, p.103). Managers and estate proprietors in the New South all in all would in general keep the connection between poor blacks and poor whites as disagreeable as could be expected under the circumstances. Processing plant and manor proprietors expected that that if highly contrasting laborers had a decent relationship they would shape successful worker’s guild developments and undermine the benefits of the proprietors (Lewis, 1994). Segregation for white specialists distanced blacks from them, while proprietors and managers kept control of their laborers by taking steps to utilize dark laborers as strike breakers. Such strategies were viable at keeping the development of worker’s organizations however did nothing to improve race relations in the New South (Brogan, 1999, p. 371). The formation of Birmingham, Alabama was an image of every one of that was new in the New South. The spot had not existed before 1871, and calling it Birmingham after a standout amongst the most industrialized urban communities in Britain was an announcement of purpose. Birmingham, Alabama was to be the mechanical heart of the N

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