1. Epistemic Injustice at Virginia State University By: Aaron Nana Kwabena Osei-AmoahBy: Aaron Nana Kwabena Osei-Amoah

2. Abstract Data presented in recent research project indicated that an urban grade schools regularly subjects its students to dated curricular materials and supplies. As reported, this occurred even though the school had at its disposal updated and even state‐of‐the‐art resources, such as computers, visual aids, curriculum and photocopying machines. The critical race analysis presented in this article demonstrates that these practices are expressions of racial oppression in US schools and society. This article considers the roles of narrative and surveys as measures. It also considers what American post‐industrialism and globalization mean for US public education and concludes with a discussion of the implications of critical race theory for contemporary urban school reform.

3. Epistemic Injustice Definition. Epistemic injustice refers to unfairness due to aspects of knowledge, how it is communicated, and understood.

4. Hermeneutical Injustice Definition. A hermeneutical injustice occurs when there is a deficit in our shared tools of social interpretation (the collective hermeneutical resource), such that marginalized social groups are at a disadvantage in making sense of their distinctive and important experiences. A hermeneutical injustice occurs when there is a deficit in our shared tools of social interpretation (the collective hermeneutical resource), such that marginalized social groups are at a disadvantage in making sense of their distinctive and important experiences. The prejudicial flaws in shared interpretive resources prevent the subject from making sense of an experience which it is strongly in their interests to render intelligible. Finally, the virtue of hermeneutical justice is analyzed — a virtue on the part of the hearer that is such as to mitigate the effects of hermeneutical injustice on the speaker. The prejudicial flaws in shared interpretive resources prevent the subject from making sense of an experience which it is strongly in their interests to render intelligible. Finally, the virtue of hermeneutical justice is analyzed — a virtue on the part of the hearer that is such as to mitigate the effects of hermeneutical injustice on the speaker.

5. Brief Explanation https://www.youtube.com/watch?v=-WuN0-PZnxw https://www.youtube.com/watch?v=-WuN0-PZnxw https://www.youtube.com/watch?v=-WuN0-PZnxw

6. Dependent Variable/Independent variable Dependent Variable-It is something that depends on other factors.In this case, the answers for the surveys would be a dependent variable because it could change depending on several factors such as how the individual responded to the survey questions Independent Variable- It is a variable that stands alone and isn't changed by the other variables you are trying to measure. My independent variable is the survey questions given.

7. Thesis Statement Racial disparities in humanity over time different paths to the currently self-evident racial disparities in education. The overwhelming concentration of African Americans is high and extremely distinctive. This in relation to the already apparent inequities in communities, environments, socioeconomic circumstances, and medical care. Each one plays a mitigating factor when beginning and maintaining racial disparities. There is an extreme effort that must be put forth to identify and maximize health related equalities. Educational and health disparities are embedded in larger historical, geographic, sociocultural, economic, and political contexts. A over haul of broad range public policies are more likely to successfully address racial disparities.

8. Hypothesis If you were to test students on knowledge of students from Virginia State University on historical African American history and historical figures they will show bare minimum knowledge of these topics. If you were to test students on knowledge of students from Virginia State University on historical African American history and historical figures they will show bare minimum knowledge of these topics.

9. Statement of The Problem Epistemic hermeneutical injustice in education is the issue that I am bringing your attention to today. This is a major issue due to the fact that this form of injustice is not solely a one sided form of injustice. Epistemic hermeneutical injustice in education is the issue that I am bringing your attention to today. This is a major issue due to the fact that this form of injustice is not solely a one sided form of injustice. As the results from the surveys that I gave to students at Virginia State University will support that students have resources available to them to learn this information, but do not take full advantage of these resources in order to advance themselves. As the results from the surveys that I gave to students at Virginia State University will support that students have resources available to them to learn this information, but do not take full advantage of these resources in order to advance themselves.

10. Sampling Criterion My survey sampling used random cluster sampling from two classes of sophomore students. My survey sampling used random cluster sampling from two classes of sophomore students. The questions chosen were chosen for the sole purpose that most of them would be common knowledge a individual would have learned in earlier educational institutions such as middle school and high school, this was done as to challenge the students without an overreach in questioning. The questions chosen were chosen for the sole purpose that most of them would be common knowledge a individual would have learned in earlier educational institutions such as middle school and high school, this was done as to challenge the students without an overreach in questioning. The surveys question consisted on visual images in which students were asked to identify and if possible name the individual depicted, the were followed by questions of historical importance and political opinion. The surveys question consisted on visual images in which students were asked to identify and if possible name the individual depicted, the were followed by questions of historical importance and political opinion.

11. Survey Result

12. Findings After the survey data was collected and broken down I began to notice a reoccurrence in the responses. Most individuals could visually identify the individuals presented to them. The individual questions were examined to see which of them were the most identifiable or most answered correctly. I found that most respondents were able to answer a majority but did not always put the correct response. After the survey data was collected and broken down I began to notice a reoccurrence in the responses. Most individuals could visually identify the individuals presented to them. The individual questions were examined to see which of them were the most identifiable or most answered correctly. I found that most respondents were able to answer a majority but did not always put the correct response.

13. Conclusion In the conclusion of this research my research supports my thesis that student’s do not fully take the resources presented to them in a manner that would benefit them or others around them. When looking at epistemic injustice it is normally viewed in a majority racial inequality perspective. In the case of my research I took away the question of race due to the reason that university is an HBCU it is to expected most of the students to be African American. By negating this; the final observation can be clearly seen which is solely based of the knowledge presented by the students in their responses. In the conclusion of this research my research supports my thesis that student’s do not fully take the resources presented to them in a manner that would benefit them or others around them. When looking at epistemic injustice it is normally viewed in a majority racial inequality perspective. In the case of my research I took away the question of race due to the reason that university is an HBCU it is to expected most of the students to be African American. By negating this; the final observation can be clearly seen which is solely based of the knowledge presented by the students in their responses.