Specific Purpose Statement
Eliminate the causes and consequences of discrimination in schools.
To successfully combat discrimination on a global scale, reforms in the education system are required.
Monroe’s Motivated Sequence persuasive strategy.
Most of a person’s psychological problems arise in childhood and adolescence when parents and school are the main spheres of influence on the child. More than 40% of every school in the world has experienced at least one instance of discrimination (Doyle, Muldoon and Murphy 1702; Tabbah 55). Discrimination affects both the academic success of individual students and the general atmosphere in the team, where destructive values begin to be cultivated. Complex problems require appropriate solutions.
Discrimination exists of various types in nature and objects. In education, this process can be explicit, or it can be dictated indirectly. Quite often, a child is not wanted to be admitted to a general education school since he does not speak the language well – there is a difference based on language (Janssen 5). Children, as a result, cannot receive the essential basic knowledge necessary for further stages of education to obtain well-paid jobs, which leads to protracted consequences and social conflicts on an already larger social scale. In addition, as mentioned above, cases of discrimination can be detrimental to psychological health, significantly affecting the student’s later life. There is an opinion that discrimination in school can harden a person, make him think critically, and make the future person immune to such statements, but this is not so (Bourabain, Verhaeghe, and Stevens 18). The risks accompanying this process are much greater than the potential benefits, which, on the one hand, educate the aggressor, allow for permissiveness and a complete lack of culture, and on the other hand, can leave a person for life with mental disorders, missed opportunities on this basis to realize and arrange their lives. Education quality is growing as digital opportunities are implemented and significantly improved during the pandemic (Harris 321). However, the whole education system itself, unfortunately, does not have the same pace of development in the direction of combating discrimination.
- Discrimination discredits the primary function of the school in instilling socially recognized values and imparting a basic set of knowledge necessary for further education and work.
- Discrimination affects students, their parents and internal employees, such as teachers and directors.
- Segregation of children increases when a child has a disability (Qvortrup and Qvortrup 810).
- Identifying the most common forms of discrimination.
- Evaluating and proposing methods by school psychologists.
- Carrying out educational activities and talk about discrimination directly.
- Giving Children the opportunity to share their problems.
- Cultivating a sense of critical thinking, which will be based on essential universal values.
- Without discrimination in schools, children would receive equal educational opportunities regardless of gender, race, or other distinguishing characteristics.
- Average academic results would be better.
- Children of different races, nationalities, and girls would eventually be able to begin the corresponding transformation in the labor market, where diversity and inclusiveness would be increasingly encouraged since everyone could now become highly qualified specialists.
Call to Action Step
Everyone can participate in the collection of information, and organization of the event, devoting their own time to conversations about discrimination. If everyone can talk about discrimination openly, this fact will reach the authorities, who will be forced to take important actions regarding this problem.
Bourabain, Dounia, Pieter-Paul Verhaeghe, and Peter AJ Stevens. “School of Choice or Schools’ Choice? Intersectional Correspondence Testing on Ethnic and Class Discrimination in the Enrolment Procedure to Flemish Kindergarten.” Race Ethnicity and Education, 2020, pp. 1-21. Web.
Doyle, David M., Marie Muldoon, and Clíodhna Murphy. “Education in Ireland: Accessible without Discrimination for All?” The International Journal of Human Rights, vol. 24, no. 10, 2020, pp. 1701-1720. Web.
Harris, A. “COVID-19 – School Leadership in Crisis?”, Journal of Professional Capital and Community, vol. 5 no. 3/4, 2020, pp. 321-326. Web.
Janssen, Jayley, et al. “Guidance or Gatekeeping: An Audit Examination of Racial Discrimination in Leading STEM High Schools.” Journal of Research on Adolescence, 2022, pp. 1-10.
Qvortrup, Ane, and Lars Qvortrup. “Inclusion: Dimensions of Inclusion in Education.” International Journal of Inclusive Education, vol. 22, no. 7, 2018, 803-817. Web.
Tabbah, Rhonda. “Arab American Youth and Discrimination in the Education System.” Arab American Youth. Springer, Cham, 2020, pp. 47-63. Web.