The minority students form a good population in schools today. The group, which consist s of the African-Ameican, immigrants , and indigenous students, face s various challenges in their school life. Among the problems they encounter entails unequal access to essential educational resources such as skilled teachers. Language barrier where they find it to o difficult to converse in the host country’s language. Also , the issue of cultural differences creates a big culture shock in these students. The group experiences race discrimination and bias from the majority who reject them based on their skin color (Hamer & Lang, 2015). Notably, they experience socio-economic challenges as they face difficulties in accessing educational finances and holding their religious beliefs. The indigenous students are devalued and discouraged from celebrating their indigenous language and identity. The immigrants, on the other hand, face interrupted schooling and differences in the way the subject matter is taught.
To address the challenges, teachers should adopt some strategies to help city students feel comfortable. Teachers should advocate for inclusive culture in the classrooms and encourage all students to embrace more mainstream methods fair to all. In racism, teachers can reframe the majority by explicitly rejecting negative and stereotypical views of the minority (Van et al., 2015). Additionally, teachers can support the right to education by requesting for equal allocation of key educational resources to these groups. Lastly, they should increase professional development and nature policies and programs that embrace humanity and promote positivity to all.
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The topic of minority challenges in education is related to Educational Readiness Decreasing for Children who live in Poverty in that they both seek to address difficulties faced by the minority groups in schools. They discuss discrimination and cultural barriers as the main hurdles encountered by the minority. Moreover , they encourage the use of affirmative actions to support improvement in lower minority enrollment and acceptance.
References
Hamer, J. F., Lang, C. (2015). Race, Structural Violence, and the Neoliberal University: The Challenges of Inhabitation. Critical Sociology, 41(6), 897-912. https://doi.org/10.1177/0896920515594765
Van et al. (2015). Role of academic advising in mitigating the challenges of ethnic minority students at University Teknologi Malaysia. International Education Studies, 8(13), 52-59. https://dx.doi.org/10.5539/ies.v8n13p52
