Modern trends in the world are aimed at equality and eliminating any discrimination between people of different origins. Such tendencies can be observed in the field of education as well. There are several issues of discrimination and stereotypical thinking in America’s educational system that require modern solutions. This paper examines a very recent case when these trends are approved at the government level.
Illinois Governor JB Pritzker has signed legislation requiring elementary and secondary schools to teach a portion of Asian American history beginning in the 2022/23 school year or January 1 of next year (Yam, 2021). While this law calls for more attention to Asian-American culture, it will undoubtedly take time for both teachers and students to get used to the new changes that should help reduce discriminatory stereotypical thinking.
Naturally, according to those who are not indifferent to this news, such laws are often symbolic, but, in schools, this subject is either not taught or not given the necessary amount of attention, respect, or hours. The law defines a minimum amount of time for a given subject and aims to ensure that schools focus on the contributions of Asian Americans to contemporary culture and history. In addition, it is directed against the perception of Asian Americans as foreigners. Finally, according to experts, the program’s success depends on the resources provided for teaching, which are often prepared by the teachers themselves in their free time, which should not be in an amicable way.
In the social education system, students of Asian descent face several threats that prevent them from gaining access to academic resources. Contrary to all generally accepted norms, race can be a determinant of teaching advice, academic service, and academic grades.
This correlation was proved by a group of scientists finding a biased attitude positively (Wang et al., 2021). Consequently, there is a problem of unequal competitive selection by recommendation faced by students of Asian descent. More than a thousand American and American-Asian students participated in this study, revealing inappropriate, stereotypical thinking in education. Participants were represented by educational professionals who have the authority to influence the outcome of receiving or not receiving certain educational services, including special education.
By correlating the scientific article with the news above, a whole layer of problems can be noticed that affect this study and this event. First of all, the article clarifies that there is a problem of unequal treatment due to stereotyped thinking among educators. Introducing the subject of a story centered on people of Asian-American descent is essential, especially during the school curriculum phase. Of course, this subject should require the provision of informative and educational resources that will significantly facilitate its integration into the school curriculum.
Moreover, the systems of control over the implementation of such a bill should exclude the possibility of its purely symbolic implementation since the problem of stereotypical thinking has not gone anywhere. Therefore, it is crucial and necessary to use this event as a method to combat such stereotypes. First, closer familiarity with Asian culture among both students and teachers can help to understand their behaviors and abilities. Secondly, behavioral observations will increase respect for the culture and acceptance of its representatives’ characteristics. Acceptance of these characteristics can reduce incidents of discrimination and increase the impartial attitude of educators in referrals and competitions.
Wang, J. J., Redford, L., & Ratliff, K. A. (2021). Do special education recommendations differ for Asian American and White American students?. Social Psychology of Education, 24, 1065–1083.
Yam, K. (2021). Illinois becomes first state to require teaching Asian American history in schools. NBC News. Web.