Does race “trump” gender in school performance

Does race “trump” gender in school performance

Introduction

It is worth indicating that the complexity associated with racial gender discrimination has been rampant within the US. It can be developed that the issue of racial gender inequality has significantly compromised the Silicon Valley watchers in association with Google, LinkedIn, and Yahoo through the division of the viewers into males and females of diverse colors. Statistics that are developed within the tech industry with the United States are shocking. It can be indicated the data portrayed from Silicon Valley reveals on the elements of race and gender contribute to the extreme low cases of African Americans, and Latin women only earn 5% of the total computer science degrees. Moreover, the computer science profession consists of more than 25% of the females in the US, whereby African American females contribute to only 4% of the total number. The women that succeed in earning computer science certificates reveal that out of the 8,730. Only 17 percent are black, whereas 9% are Latina. More than 70% of the African-American earners of the degree of computer science are male, portraying only 30% to be female (Ryu, 2015). The studies in the data help in indicating the Oakland female performance in education. It also creates a background of gender and race inequality that is prevalent in American society.

The research study seeks to answer the question, does race “trump” gender in school performance. The research question for the study is based on Oakland Tech, where the study seeks to establish whether the white female students within the school get better treatment, especially in the math or science classes, as compared to male students of color. The black residents from Oakland Tech further reveal that the high population of African-Americans in the region has diminished in recent times. For instance, the Oakland population indicated the existence of more than 28% blacks in the 1980s, and the numbers have, in recent times, declined close to 16%. When it comes to the Oakland Tech, the representation of teacher races includes whites being more than 61.9 % white, blacks being 13.3%, Asian 16.2%, and 5.7% Hispanic (Malone and Gilda, 2019). The variations among the race representations whereby whites are dominate indicate on the discrimination in terms of color. The contributions within the school that reveal on the higher level of African-American representation compared to the whites questions the higher percentage of white teachers within the school. The overall African-American students in the school amount to 28.8%, whereas the whites include 24.5%.  The statistical data helps in expounding on the research question of the study to reveal the significance of race and gender in the Oakland Tech towards the variations in male and females associating to color. The statistical data further shows on the variables of race and gender inequality and the exact impacts that they develop on the educational performance. The research question attempts to indicate how the white female students are treated in the Oakland Tech as compared to the black males; hence, the impacts that are prevalent on the statistics that are developed. Accordingly, the research question for the study is to determine whether race surpasses gender in performance basing it on the Oakland Tech, where the white female students receive better treatment as compared to black males in the classes of science or math.

Literature Review

According to Buchman, Thomas, and Anne (2008), establish gender inequalities that are evident in the education sector. The education sector is affected by the issues of gender inequality where females are treated better in most colleges in terms of the specific study subjects. Therefore, it is portrayed that gender disparities may attempt to propagate feelings of negativity among individuals. The consequences that end up arising from the situation is an extreme case of racial discrimination (Britner, 2008). Moreover, it can be developed that race disparities tend to surpass gender inequality in defining the performance of students in school. However, the article by Buchman, Thomas, and Anne indicates that the objective to determine the performance in terms of the grades that are portrayed builds on the fact that race surpasses gender in terms of academic achievement (2008). The findings of the study, however, focus more on determining the effect of gender inequality in the academic performance of the students. It can also be established that gender inequality affects the fair treatment in terms of the teaching techniques that are used in both boys and girls in the colleges. Therefore, the performance in subjects that are tested facilitates the establishment of the fact that gender inequalities affect the performance of the student. The differences that seem to appear in terms of the results that are portrayed in the regions where gender discrimination affects the return through the extra opportunities that are made available for the students of a specific gender (Ryu, 2015). Hence, the concepts developed in the article aligns with the research question through building on how inequalities in both male and female students will develop differences in performance.

However, on the other hand, according to Catsambis (1994), the association of both gender and racial discrimination affects the performance in academic performance. Catsambis attempts to conduct a study in the achievement in Maths by subjecting to the variables of gender and race inequalities. According to Malone and Gilda (2019), the findings that are extracted from the study, it can be established that females tend to outperform male students in the case of mathematics. It can be developed that in terms of gender discrimination in terms of academics, females receive a full range of resources that are used to facilitate their studies in Maths. Moreover, the teachers avail them with plenty of information and knowledge in terms of the various cases that might exist in terms of the topics of study. The eventual result is the capacity of the outperforming female males. It can be further developed that females are always favored as compared to males in numerous colleges. Catsambis extends to build on the issue of racial inequalities in terms of mathematics and science teaching (2008). Hence, it can be portrayed that the blacks, whites, and Latinos have a diverse identity in terms of the opportunities and resources that are available to them when conducting their studies. Research studies have established that whites have a better advantage over the rest of the races based on the opportunities they are availed during the transition into high school and college studies (Catsambis, 1994). Moreover, the background of the students from the white race is better off hence, making it apparent for them to portray a positive performance in mathematics and science. Even though gender inequalities can affect educational achievement, it is right to depict that race plays a significant role in expounding on the differences that exist in performance. Hence, race “trump” gender inequalities in the school performance. The reason for the assertion is because the findings that have been developed by multiple studies reveal the significant impacts of races than gender in terms of performance. Moreover, apart from the resources that are consequential in explaining the differences in the performance in gender, the race brings out the variables such as background, resources, and the quality of education and understanding to generate better results in mathematics and science among whites as compared to other races.

According to Price (2010), it is right to establish that the female and other minority groups are likely to persist in pursuing engineering, mathematics, and science when they are provided with the opportunity to be thought by instructors of their race. The finding helps in impacting the existence of the differences in terms of school performance between the dominant white race and the other races, such as African-Americans. It is clear to depict that the teachers that instruct such individuals in their studies are mainly whites. The whites have an added advantage through the more considerable comprehension skills and motivation of being taught by one of their members. Hence, it can be developed that changes in the performance existing between blacks and whites are considerably connected to race discrimination rather than gender inequality. The studies conducted in Ohio university help in making comparisons between the two variables of the study. The university students that are from the black race can be portrayed to have a higher tendency of persisting in pursuing a course in science, technology, engineering, and mathematics (STEM) when they have an instructor from the black race (Price, 2010). However, even though female students also portrayed a similar relationship in terms of persisting when the instructor is female, the race variable tends to surpass gender. Therefore, the fact that race “trump” gender in school performance can be elaborated through the Ohio state university where the variable of race impacts more on the student’s persistence in pursuing STEM as compared to how gender affects the whole thing. It thus aligns itself with the research questions and develops a hypothesized statement that seeks to prove the objectives of the study.

According to Stinson (2006), the differences in schooling performance are established on racial backgrounds. In this case, it is indicated that in the field of mathematics, the performance of the African-American peers tends to differ significantly with that of the whites. The male students from the white race showcase positive performance that helps in revealing the effect of race in school performance. Contrary to this, Stinson seeks to compare between race and gender and review the nature of the differences that exist in the performance (2006). The findings revealed have a connection to the resources and previous knowledge in mathematics that affects performance. The two help in making the white race at a better level to perform better, especially on the higher social status as compared to peers from African-American society. Hence, the results depicted from the study build on the study objectives that seek to affirm the impact of race on performance. It can be developed that in mathematics, race surpasses gender, to portray the differences in schooling performance among students.

Methodology

The methodology to obtain results from the study will be conducted through observations, interviews, and secondary data to determine whether race surpasses gender in school performance. The students from Oakland Tech will be issued with a questionnaire that seeks to determine the results that are relevant to the study. Moreover, interviews with the teachers and students will be selected to determine the effect of stereotyping on academic performance. The random sampling method will be applied towards the obtaining of the students and teachers that will be responsible for answering the questionnaires. The methodology will involve gender analysis among students where those from the male and female gender will be subjected to studies in the STEM to determine the results that exist. Moreover, observations will be applied to develop the connection that exists between the white or black instructors on the specific racial groups that are being analyzed.  In classrooms, observation will be used to understand the student’s reactions to instructors from different races. The methodology will also associate the use of secondary data from previous studies on a selected sample of individuals. The findings will be analyzed and thus, used in developing concepts on how past studies related to the finding of the current research in Oakland. The sample of white female students and black male students, according to the methodology, will help in determining the results of the research study.

Conclusion

The findings that will be developed from the study will benefit the reader in having a better understanding of the differences that exist in the performance of the white female student and black male students. It will also impact in developing an understanding of the possibility that race “trump” gender in school performance. It will indicate the influence of the resources and background of a student is an association with performance in the school. The findings will be further compared to previous research studies that have been conducted to establish the connection and relevance. Therefore, the stereotypes that exist among teachers in the school performance will be used to analyze the differences in performance among the Oakland Tech sample of students used in the study.

References

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Catsambis, S. (1994). The Path to Math: Gender and Racial-Ethnic Differences in Mathematics

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