Harassment of students in schools due to national origin, race, and the color

Harassment of students in schools due to national origin, race, and the color

Harassment of students in schools due to national origin, race, and the color is a disturbing phenomenon in secondary and elementary education as well as at colleges. This tendency is a significant concern since the profound physical, educational, and emotional consequences for the targeted students. One instance of racial discrimination is racial epithets writings on school walls, physical attacks based on race, and planned hate activities targeted at some students. According to Cornel and Limber ( 2015), most bullied, students find that their learning institutions to be hostile environments. Civil rights protection against racial harassment is only applicable to learners who are under protection classes, such as ethnic and racial minorities, leaners with infirmities, and casualties of sex harassment or religious discrimination. According to federal law, and as recipients of national resources, colleges and schools must combat racial discrimination and harassment in their institutions.

Plaintiff Michael Madison, who was a former student at the District school, filed the original dispute on a lawsuit on March 24, 2000, against the Sullivan County Board of Education. Others mentioned in the case were Harmon Peters, a teacher, Keith Glover, the principal, and four other learners who had studied at the Sullivan School. Plaintiffs moved back to Court to file an edited petition, which was inclusive of extra Marquita Madison, Plaintiff, and in September 2000, the Court settled the case. Plaintiffs claimed that the victims had been discriminated against from equality protection of the regulations, which was the desecration of the Fourteenth Amendment Constitution in the United States and that they were victimized in contradiction of race in violation of Title VI of the Civil Rights Act of 1964, and it’s implementing rules. The Plaintiff alleged that the Sullivan School, through its shrewd inaction and failure of protecting them from racial discrimination meted on them. Furth more Plaintiff stated that the School school’s sluggishness in intervention to stopping racial harassment entails the violation of equality in protection, which is under the Fourteenth Amendment.

Plaintiff Michael Madison, who was a former student Sullivan District School, alleged that throughout his learning year at the District, harassment based on race was meted on him; it barred him from relishing the educational opportunities and benefits offered by the SchoolSchool. Michael asserted that some teachers witnessed, and the administration had knowledge of the racial harassment among students. Still, they did take appropriate and immediate actions to address the issues and were intentionally uncaring to harassment. Pent-up racial harassment caused Michael’s mental and emotional health problems. Plaintiff Marquita Madison who was also a student Sullivan School, alleged that during her learning years at the SchoolSchool, she was frequently subjected to racial harassment, which barred her from enjoying the educational opportunities and benefits offered by the District. Marquita and her parents used to report to the District – and also to the high school principal, other administration staff and assistant principals of the various harassments actions meted on her. Marquita claimed that Sullivan did not take immediate and appropriate action, and was uncaring to the harassment deeds.

After reviewing the evidence tabled, WASHINGTON, D.C made a ruling Sullivan school should compensate two learners who had undergone harassment at the institute from other students and should take significant preventative measures to combat and eliminate harassment based on color, national origin, and race. The filed proposed consent order with the United States District Court for the Sullivan County Board of Education also settled a lawsuit petitioned by the causalities. That grievance, and a separate complaint filed by the Justice Department, claiming that the Sullivan County Board of Education desecrated Title VI of the Civil Rights Act by failure to act appropriately to grievances that the students were facing harassment from students based on their race. The objection claimed that, because of the school district’s inaction to appropriate measures to end to the harassment, one student who was a victim of raced based harassment completed high SchoolSchool through a home-schooling package and the other student transferred to another school district.

Racial based discrimination in schools, which can also be referred to as implicit social cognition, is mostly influenced by stereotypes and attitudes that everyone holds based on his or her experiences. A recently done research Meyer (2015) indicates that harassment and bullying are common and prevalent behaviors in schools. Racial biasness, as seen in Sullivan District’s impact on how the students acted subconsciously, even they renounced stereotypes and prejudices in their daily lives. The Kirwan Institute for the Study of Race and Ethnicity situated in Ohio State University stated that these racial biases are unfavorable and favorable assessments deep in an individual subconscious, although we tend to favor our own in-group, the social group in which a person psychologically recognize as belonging. Still, some research portrays that a person can disfavor his or her own in-group instead.

Racial discrimination in schools results in sadness, anxiety, a feeling of emptiness, and guilt, and depression. These most of the time lead into loss of interest in learning, depression, eating difficulties s and stress-related illnesses. Discrimination and harassment based on race leave a student broken and confused. In their research, Forrest, Lean, and Dunn (2015) indicate that teachers must be overwhelmingly supportive of cultural diversity, policies to combat racism and discrimination, and these perceptions hardly vary across various geographic areas of the city, different from attitudes within a community. The problem does not usually lie in the fact that everyone has an implicit or racial biases. Instead, as Jessica Nordell states in the article, Atlantic, the challenge lies in how an individual can overcome and prevents discrimination or discriminatory actions (Thomas, 2018)

Experiencing racial discrimination in SchoolSchool can provoke stress responses from these case one of the student had to complete learning through the home-based program, and the other was forced to transfer to another school, this is kind related to post-traumatic stress disorder. Students who undergo discrimination from either fellow students or teachers tend to have unfavorable perceptions of SchoolSchool and also reduce academic performances and motivation and are at higher risk of quitting SchoolSchool. Experiences of racial discrimination outline student’s attitudes on their academic abilities beyond and above their past academic performances. Even in the instances where their actual performance is better, students who undergo racial discrimination feel worse about their attending school and thus affect their educational capabilities and feel less attached to the SchoolSchool, when compared to learners who do not experience racial discrimination.

Racial discrimination takes place when a recipient of federal funds, in this case, being Sullivan District School, allows racially hostile deeds the administration was alleged to be aware of discrimination of students differently based on their race. The United States Department of Education’s Office for Civil Rights imposes Title VI of the Civil Rights Act of 1964 to learning institutions, which outlaws discrimination based on learners’ color, race, and national origin in colleges and colleges which receive federal funds. The group has put on appropriate measures to investigate and resolve complaints alleging that learning institutions that are recipients of federal funds that don’t protect learners from harassment based on race. Claims even in this Sullivan school case have been resolved by agreement ordering schools to implement effective anti-harassment strategies and policies, training staff and learners, addressing, incidents reported, and to take other measures to restore a nondiscriminatory environment. In my perception, I think this ruling will help combat racial discrimination menace in learning institutions.

It would be difficult to ignore these differences, and it what discriminates to be worse. Humans see gender, age, and skin color what is called a vision, and all people have a connection to all these categories and what makes up a culture. In most cases human beings use these connections to make judgments, which researchers refer to as habit—something one can engage with no knowledge about it, the same an individual can nibble fingernails down to the bloody fast before identifying that he or she is doing so. The term ‘school prison ‘notion is a significant issue facing most of the school districts, and racial biasness plays a vital role.

Legal system and learning institutions schools should work collaboratively in monitoring major statistics on students who are victims of racism, such as school dropout, attendance, out, and academic performances. Solve any discrimination of students of individual races in schools by protecting them perceptions from fellow students and encouraging the recruitment of teachers from diverse cultures and actively promoting equality using awareness-raising campaigns with the target audience being students and their families. Education Policymakers, families and teachers must cooperatively to promote non-discrimination and equality: Education policymakers must create, enforce and provide funds policies for combating discrimination, teachers as well must be trained to work with students all cultures, and student’s families should be included in schools decisions in promoting non-discrimination and equality in learning.

Learning institutions should be safe havens for students free from discrimination based on race. Governments, schools should and civil society should work together to mandate learning centers to implement the fight against racial discrimination, as well as respect for cultural diversity, on how they operate; make sure that human rights education are provided from elementary schools and that learning materials are free from racism content and should be updated to reflect the cultural diversity and plurality of societies, providing incentives for responsible usage of the social media by students, make sure that schools integrate and enforce a code of conduct against racial discrimination for students and staff; monitoring racial discrimination incidents in learning institutions and pursue strategies and policies to combat them