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20 pages in length. Education is becoming an elusive entity for many students who are not equipped to learn the 'American' way. The underpinning of socioeconomic, gender, racial and cultural components often erects barriers that prevent certain populations from engaging in the learning process with their Caucasian counterparts. Indeed, the extent to which the academic process is skewed toward American teaching ideals is both grand and far-reaching; that such marginalizing aspects as language deficiency, gender construct, stereotype vulnerability and standardized testing serve to segregate some student populations from receiving an equal education speaks to the manner by which different backgrounds may cause students difficulty in fitting in with a particular classroom culture, often instigating negative influence upon the self-esteem, perceived abilities as well as how they approach their studies and career choices. Bibliography lists 12 sources.
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20 pages (~225 words per page)
File: LM1_TLCCulGndEdu.rtf
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Unformatted sample text from the term paper:
erects barriers that prevent certain populations from engaging in the learning process with their Caucasian counterparts. Indeed, the extent to which the academic process is skewed toward American teaching
ideals is both grand and far-reaching; that such marginalizing aspects as language deficiency, gender construct, stereotype vulnerability and standardized testing serve to segregate some student populations from receiving an equal
education speaks to the manner by which different backgrounds may cause students difficulty in fitting in with a particular classroom culture, often instigating negative influence upon the self-esteem, perceived abilities
as well as how they approach their studies and career choices. Achievement gaps are inequities in measurable learning among various socioeconomic, gender, and ethnic groups. Disparities continue to
exist between marginalized populations and the predominant culture...Additionally, these youth are more likely to be taught by under-qualified teachers...Closing opportunity and achievement gaps is the responsibility of all stakeholders (Brooks-McNamara
et al, 2006, p. 257). II. UNFAMILIAR LANGUAGE One of the greatest challenges for students in the United States educational system is a poor - or even nonexistent -
understanding of the English language. The sociocultural component of determinism casts this population into an immediately marginalized state whereby they cannot escape the grip of failure. Students with
limited English speaking skills are routinely challenged to understand the very basics of lesson plans within the confines of a mainstream classroom; if they are not encouraged to improve upon
their language skills, they stand the very real chance of facing greater obstacles when trying to assimilate into the cultural landscape as they grow older. Absence of solid academic
acquisition places the language limited student in a perilous position when the curriculum fails to provide them with the additional components they need to reach required levels for their specific
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