Presentation by Christina Van Dorn Id # chvan9778 Dr. EDU 639 May 23, 2014

Cultural Hegemony As defined by Wardle (2013), hegemony is defined as, “the process by which the dominant culture takes over and shifts the perspective from that of the minority group to the biased perspective of the majority group” (p.44). Where it occurs in schools; Classrooms Students are separated by not only grade levels but also abilities and/or disabilities.

Curriculum As noted by Bond (2012), “Students in public schools across the United States are conditioned through curriculum to believe that the dominant culture in the U.S. is the superior one, and all others are inferior - regardless of any benefits they may possess.” The construct of what constitutes “history or social studies” is an observable sign of the presence of cultural hegemony within a school. Dress According to Wadley (2012), “In contemporary society educators need to be aware of the values and practices of all cultures within a school.” Imposing a dress code is another example of hegemony occurring in schools. School uniforms have become more prevalent in public schools and remain a constant in private schools. As noted by Wardle (2013), “A child's initial awareness of his or her own ethnicity and that of others is based on perpetual cues, for example, skin color, language, and traditions.” There is a definite need for schools as a whole to adapt and change to meet the needs of a diverse population of students. However this has not been the case and it has actually been the other way around and students instead need to adapt.

Racism in schools Determining factors that impact students and learning …. School systems The actual physical location and demographics of a school are contributing factors that lead to students’ receiving lower test scores and low academic achievement. The location of a school is also a determining factor in what funding, materials, and resources that are made available to the students.

The physical appearance and condition of a school are factors that are also detrimental to student performance and overall achievement. Inner city low income schools are overcrowded and the actual physical size of the school cannot accommodate all of the students.

There are several ways in which racism is manifested in schools such as through funding and districting. The funding provided to inner city, low income, and low achieving schools is lacking in comparison to other rural area schools having fewer minority students. The schools in urban areas do not have adequate funding and therefore students are not receiving access to the same resources, materials, or educational opportunities. Institutional racism is also evident in urban schools because standardized test results are used to put labels on student.

There are several factors that directly relate to the achievement gap that is evident among students today. According to Wardle (2013), “students who live in low income areas are exposed to a lower quality and/or standard of education than those in higher income areas.” As a direct result of cultural deficits students from low income areas struggle in school. The cultural background of an individual living in a low income area differs than that of an individual living in a middle class neighborhood. As noted by Wardle (2013) Students from diverse backgrounds struggle in K–12 schools in the United States because of poor parent involvement programs in low-income, often minority schools, and unequal financial and community support of schools.” As noted by the graph the ever so present achievement gap is a direct result of an endless cycle.

Inclusion in schools “Recognizing the importance of family, Congress has passed several federal laws stipulating that schools make a concerted effort to involve parents and families in the education of their children with disabilities” (Hallahan, Kauffman & Pullen, 2009). The current law, Individuals with Disabilities Education Act (IDEA) of 2004 mandates that parents be included during, are part of the creation process, and must sign their child’s individualized educational plan (IEP). Families need to be enabled and involved in the process of helping their disabled child progress in school, home and throughout their futures (Hallahan & Kauffman, 2009).

References Bond, K. (2012). Cultural hegemony in the public school system [Blog post]. Retrieved from hegemony in the public school systemhttp://kabond.blogspot.com/2012/05/cultural-hegemony-in-public-school.html Hallahan, D.P., Kauffman, J.M., & Pullen, P.C. (2009) Exceptional Learners an Introduction to Special Education. Pearson Education Inc., New York. Van Dorn, C. (2014). EDU 639 Class discussions and assignments. Microsoft Word. Wardle, F., (2013). Human Relationships and Learning in the Multicultural Environment. Bridgepoint Education, Inc.