One method to progress educational policies toward equality rather than adequacy would be to help the African American to develop a “double-consciousness.” This means to provide added value to their educational experience which would provide knowledge of how to engage in the white-dominated society of education while at the same time possess knowledge of their roots and heritage (Gutek, 2005). Instead of encouraging African American students to choose between the two-worlds in which they must live, they should learn they are inhabitants of a multicultural and multiracial world (Gutek, 2005). As a result, more African Americans students will become courageous in pursuing educational goals which are often thought of in their community as “acting white.” The social price that many minority students pay would be lessened when it is no longer a stigma to reach for equality in education. Principals, school administrators, community, and all stake-holders in education would do well in examining their reaction to the test craze that is a growing trend. Are the teachers actually being allowed to prepare the students to be competitive thinkers in academia or are producing students with an active production
One method to progress educational policies toward equality rather than adequacy would be to help the African American to develop a “double-consciousness.” This means to provide added value to their educational experience which would provide knowledge of how to engage in the white-dominated society of education while at the same time possess knowledge of their roots and heritage (Gutek, 2005). Instead of encouraging African American students to choose between the two-worlds in which they must live, they should learn they are inhabitants of a multicultural and multiracial world (Gutek, 2005). As a result, more African Americans students will become courageous in pursuing educational goals which are often thought of in their community as “acting white.” The social price that many minority students pay would be lessened when it is no longer a stigma to reach for equality in education. Principals, school administrators, community, and all stake-holders in education would do well in examining their reaction to the test craze that is a growing trend. Are the teachers actually being allowed to prepare the students to be competitive thinkers in academia or are producing students with an active production