Urban schools

Urban schools are situated in very diverse and populated areas. As a result, sociodemographic factors have a role in the growth of the populations’ economic and social inequality (Miguel 7). The bigger issues with urban education systems are caused by poverty and segregation. The sociodemographics have an impact on how urban schools are organized. The concentration of racial isolation and poverty is significant because it has a direct impact on educational processes and trends in student accomplishment. Urban education issues are inextricably linked to the sociodemographic environment. Segregation entails the development of laws and beliefs among the community members that focus on dictating the schools that African American children attend and those that the whites attend. Such segregation concepts have led to the development of the residential neighborhood patterns, which are also being transferred by the children and the teachers in the urban schools.

There are structural challenges, which affect the urban education, which include the practices and policies that tend to impede the fail or success of the students. Coupled to structural issues are the cultural challenges, which are linked to the sets of beliefs, policies, and practices that contribute to the attainment of the dysfunctional perceptions on the aspects of the intellectual abilities of the students (Miguel 9). There are also cases of foundering among students since the admission is race-based in most of the cases. Urban schools also suffer from low graduation rates as students indulge in drugs and other forms of substance abuse.

The aspect of sexuality is also being transferred in the urban schools. There are institutions, which are currently regarded as single-sex schools. Hence, several male and female institutions are now coed. The process of integration of single-sex schools to diversity of sex institution is creating a significant challenge for the urban educators. In addition, there are several reported cases of school violence in urban areas because of the different in social economic status of the families. Hence, children behave in schools in a similar manner as to what they see their parents do while at home.

Analyze the processes by which Chicano students attain success despite limited access and opportunities along the educational pipeline

A cultural democracy is established in the community, which acts as the main principle of the inclusion for the institutional growth and success while supporting all students in their academic studies irrespective of their racial hierarchy in the United States (Meier and Wood 8). The cultural democracy offers the direction for the different dimensions of institutional policies, structure, and practices, which have a significant interest on equity and diversity. The transformation helps in ensuring that the underrepresented and the Chicanos enjoy validation as students of color and members of society where they are assimilated into an individualistic and dominant cultural norm.

There are also interpersonal and academic validations, which focus on improving the institutional conditions, holistic developments, and pedagogic practice of the Chicano students. Parents and other adult members in society also have to engage in encouraging the Chicano learners that they can beat the odds and they have the capability to perform in a similar manner as compared to that of other students in society.

Sense of belonging is also introduced in the campus, which indicates that students get a chance to develop a sensation or feeling of connectedness with other community members. They feel important, accepted, cared for, valued, and respected (Meier and Wood 8). Such a sense of belonging facilitates in ensuring that these students have the capacity to perform excellently in their academic work. The community and schools also establish resources, which facilitate in ensuring that the academic performance and achievement of the Chicano students improve and they enjoy better postsecondary outcomes.

Recommendations

Teachers and the school board members should focus on establishing an institutional based learning system and process, which will ensure that there is success and learning of the Chicano students (Yosso 3). Such includes having an institutional culture that accommodates the needs of both the Chicano students and those of other individuals in the society.

A learning environment should also be established, which will help the Chicano students develop interest on the education system. Such includes making these individuals have a great sense of belonging and desire to participate in the learning irrespective of their racial and cultural background. There should also be an orientation focused on cooperative learning as the main strategy for the pedagogical engagement of all parties.

The schools should also have high level of the engagement of the faculty and the students in the education system. Such includes the establishment of the activities outside and inside the classrooms, which will ensure that all the interested learners have the freedom to engage in the learning process (Yosso 5). These activities should also create the need to be part of the education system. On the same note, educational quality should be established where the students gain success and establish strong and robust webs for their support.

Works Cited

Meier, Deborah, and Wood, George. Many children left behind: How the no child left behind act\ is damaging our children and schools. Boston, MA: Beacon Press, 2004. Print.

Miguel, Guadalupe. Let all of them take heed: Mexican Americans and the campaign for

educational equality in Texas, 1910-1981. Texas A&M University Press, 2000. Print.

Yosso, Tara. Critical race counterstories along the Chicana/Chicano educational pipeline

(teaching and learning justice). Routledge, 2005. Print.