诺丁汉代写Essay:非裔美国学生

2017-05-21 00:23

大多数非裔美国学生缺乏内在动机，一直是全国教育工作者争论的源头。有一种理论认为，在African American的学生群体中，对来自文化协会的高成就存在敌意，这就造成了一个阻碍学习的环境。因此，奖项可以作为一个物理的方式来打击口头“放”，可以阻碍学生实现自我实现在学术界。根据伊利诺伊大学的一项研究，非裔美国高中学生认为自己非常好的学生被证明是更可能是受害者的口头虐待从他们的同龄人（樱桃）。这项研究进一步表明，处理与同学的贬低可以使困难的好学生学习，同时使它几乎不可能落后追赶（樱桃）。据福特汉姆和Ogbu谁研究内部的文化偏见，实现非洲的美国学生倾向于标记的学术努力为“白色”（178）。由泰森，清晰，和卡斯特里诺澄清，该词的形成，“白色”是一个更大的对立的文化由非裔美国人在他们的奴役和歧视的历史的一部分。对立的身份被说成是“部分文化取向的教育存在于民族共同体”（泰森，清晰，和卡斯特里诺583）。因此，一些非裔美国人声称，学术成果不应该在社会上高度重视，因为这样的行动已经与标准的成功标准在白人美国人。因此，学术奖励，特别是给予非裔美国学生，可能已经降低了检索标准，以抗衡这种力量在African American社区的教育。在这种情况下，奖项的目的是让学生有信心，因为他们的努力工作是值得的，因为未来的成功可能嘲笑。
诺丁汉代写Essay:非裔美国学生
The shortage of internal motivation for the majority of African American students has been the source of debate of educators across the nation. One theory claims that within the African American student community, there is animosity towards the high-achieving that stems from cultural associations, creating an environment that discourages learning. Thus, the awards may serve as a physical way to combat the verbal "put-downs" that can hinder a student from achieving self-actualization in academia. According to a study performed by the University of Illinois, African-American high school students who considered themselves very good students were shown to be more likely to be the victims of verbal abuse from their peers (Cherry). "The study further suggests that dealing with classmate put-downs can make it difficult for good students to learn while making it near impossible for behind to catch up (Cherry). According Fordham and Ogbu who studied internal cultural bias, high achieving African American students tend to be labeled by their academic strive as "acting white" (178). As clarified by Tyson, Darity, and Castellino, the formation of the term, "acting white" was part of a larger oppositional culture constructed by African Americans in response to their history of enslavement and discrimination. The oppositional identity was said to be "part of a cultural orientation toward schooling which exists within the minority community" (Tyson, Darity, and Castellino 583). Thus, some African Americans claim that academic achievement should not be highly valued in the community because such actions have been associated with the standard norms of success among Caucasian Americans. Therefore, academic awards, specifically given to African American students, may have lowered standards for retrieval to rival this force against education in the African American community. The goal of the awards in this case would be to grant the student with confidence that what their hard work in school is worth the possible ridicule because of the future success.

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