Status and Trends in the Education of Racial and Ethnic Groups 2018 v Postsecondary Education Indicator 19. College Participation Rates In 2016, the total college enrollment rate was higher for Asian young adults (58 percent) than for young adults who
Business was the most popular bachelor’s degree for all racial/ethnic groups, ranging from 16 percent of students of Two or more races to 22 percent for Pacific Islander students.
In addition, White students earned more credits in social studies (3.7 credits) than students of Two or more races (3.6 credits), Hispanic students (3.5 credits), and Black students (3.4 credits). Similarly, Asian students earned more credits in foreign language (2.4 credits) than students of all other racial/ ethnic groups.
Two or more races (40 percent each), Pacific Islander (38 percent), and American Indian/Alaska Native (35 percent). iv Highlights Indicator 13. High School Coursetaking The percentage of students who were 9th-graders in fall 2009 earning their highest math course credit in calculus by
Study with Quizlet and memorize flashcards containing terms like Definition of a Multicultural Education, Three Major components of Multicultural Education:, Five Goals of Multicultural Education and more.
Which of the following does not describe multicultural education? a. Multicultural education focuses on teaching the whole student with the goal of academic excellence and on developing the potential of each student by integrating care theory, education for democracy, and sociocultural and cognitive learning theory.
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Race is a physical and social construct, categorizing people based on perceived physical differences. Ethnicity, on the other hand , refers to ancestry and national origin.
People of color were outsiders, oppressed, and continual fighters for civil rights.
An excellent way to design a culturally relevant program for students is to ask them what their opinions are about the needs of the community and to use that information to create relevant curriculum.
Hidden curriculum refers to an implicit set of values that exist but may be found mostly by looking at behaviors and restated practices and content.
Teaching the whole student means to know the whole person, including her or his ethnic background and identity.
As teachers, we must learn about the culture, history, behaviors, and values of students from underrepresented groups in order to teach them most effectively.
T he diversity in our schools represents the evolution over time of various cultures and subcultures that have made America home.
Minority students include students who were Black, Hispanic, Asian, Pacific Islander, American Indian/Alaska Native, and of Two or more races. Data reflect racial/ethnic data reported by schools. Race categories exclude persons of Hispanic ethnicity. Detail may not sum to totals because of rounding. Although rounded numbers are displayed, the figures are based on unrounded data.
In fall 2018, some 47 percent of White students were enrolled in public schools that were predominantly composed of students of their own race (i.e., 75 percent or more of enrollment was White), while 6 percent of White students were enrolled in schools in which less than a quarter of the students were White.
This does not necessarily mean , however, that minority students attended schools with many students of their own racial/ethnic background. Students from less populous racial/ethnic groups, in particular, were less likely to attend schools with many peers of the same racial/ethnic group, compared with students from more populous groups.
the average of 97 percent for all children. In contrast, the percentages born within the United States for Black children (97 percent ), White children and children of Two or more races (99 percent each), and American Indian/Alaska Native children (rounds to 100 percent) were above the average for all children.
The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting
specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and
with American Institutes for Research. Mention of trade names, commercial products, or organizations does not imply
Race is a physical and social construct, categorizing people based on perceived physical differences. Ethnicity, on the other hand , refers to ancestry and national origin.
People of color were outsiders, oppressed, and continual fighters for civil rights.
An excellent way to design a culturally relevant program for students is to ask them what their opinions are about the needs of the community and to use that information to create relevant curriculum.
Hidden curriculum refers to an implicit set of values that exist but may be found mostly by looking at behaviors and restated practices and content.
Teaching the whole student means to know the whole person, including her or his ethnic background and identity.
As teachers, we must learn about the culture, history, behaviors, and values of students from underrepresented groups in order to teach them most effectively.
T he diversity in our schools represents the evolution over time of various cultures and subcultures that have made America home.