{"id":2,"date":"2025-05-12T19:42:14","date_gmt":"2025-05-12T19:42:14","guid":{"rendered":"https:\/\/openlab.macaulay.cuny.edu\/breadgroup\/?page_id=2"},"modified":"2025-12-11T17:31:36","modified_gmt":"2025-12-11T17:31:36","slug":"sample-page","status":"publish","type":"page","link":"https:\/\/openlab.macaulay.cuny.edu\/breadgroup\/sample-page\/","title":{"rendered":"Cultural Diversity in NYC and U.S. Schools"},"content":{"rendered":"\n

It has been 71 years since the \u200b\u200bSupreme Court case of 1954, Brown v. Board of Education, which made it unconstitutional for schools to segregate students based on race (Williams T. Grant Foundation<\/a>). Yet, the U.S. still has large rates of segregation in public schools, caused by social and economic inequality in communities and school admission policies (Stanford Graduate School of Education)<\/a>. During the 2020-21 school year, more than a third of students attended schools where 75% or more of students were of a single race or ethnicity (U.S. Government Accountability Office<\/a>). In many states in the U.S., school district boundaries can significantly impact which schools students attend, and these districts tend to be segregated by socioeconomic status themselves U.S. Government Accountability Office<\/a>).<\/p>\n\n\n

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This is the case for many schools in rural and non-urban areas, as there are fewer students and therefore fewer schools in these communities (National Center for Education Statistics<\/a>). In comparison, large cities like New York City, for example, allow students to attend whatever school they desire, even if it is not in their community, but NYC\u2019s public school system is one of the most segregated <\/a>systems in the entire country (Navigate School Choice<\/a>). As mentioned, these issues are attributed to the segregation of communities, which affects the demographics of the school, but also because of other factors such as admission policies and testing, and family preference (Williams T. Grant Foundation<\/a>). <\/p>\n\n\n

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Not only does creating greater multicultural awareness and inclusion help students with different backgrounds and needs succeed, but it also encourages acceptance and helps prepare students to thrive in an exponentially diverse world.<\/em><\/strong><\/p>\nDrexel University School of Education<\/cite><\/blockquote>\n\n\n\n

Despite initiatives to integrate schools, the system is still struggling with integration, <\/strong>and one possibility might be in the way that schools promote integration in the admissions process, but another might be within the classrooms (NYC Public Schools<\/a>; Stanford Graduate School of Education<\/a>). Incorporating lesson plans or cultural events into schools and classrooms helps foster diversity within schools and amongst the student body (Drexel University School of Education<\/a>). Lessons on historically significant world events or inviting speakers related to class topics are ways to include culture in the classroom, and these are also ways to increase student interest and engagement (Drexel University School of Education<\/a>). Multicultural education works by fostering empathy, creating more open-minded students, increasing student familiarity with cultural differences, and preparing kids for diverse workplaces and environments as they get older (Drexel University School of Education<\/a>).  <\/p>\n\n\n\n

Bard High School <\/strong><\/h2>\n\n\n\n
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The Bard High School Early College network is dedicated to improving “the transition from high school to college and increasing access and success in higher education […] by offering high school-age students, particularly those from low-income and historically underrepresented communities, a tuition-free college program of study in the liberal arts and sciences, and by working to influence and lead a national movement for early college education focused on quality and equity.<\/p>\nBard Early College<\/a><\/cite><\/blockquote>\n\n\n\n

In September of 2024, Bard High School Early College Brooklyn opened its doors, establishing a school where students have unique opportunities to complete high school while simultaneously taking college-level courses (Bard Early College<\/a>). The Bard High School Early College network aims to improve access to higher education for students from historically underrepresented communities, and the demographics of this school project reflect this, as the majority of the student body is Black and Hispanic (Bard Early College<\/a>). This also reflects the demographics of all public schools in the neighborhood, with the majority of the student body being Hispanic or Latino and Black or African American (New York State Education Department<\/a>). The school also prioritizes 40% of its seats to students from the 19th and 23rd districts (NYC-SIFT<\/a>).<\/p>\n\n\n\n

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For the 2024-25 school year, student responses on inclusivity in the school were recorded at 82%, which is about 5% higher than the city-wide average (NYC-SIFT<\/a>). The questions asked were as follows:<\/p>\n\n\n\n

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At this school, students with disabilities are included in all school activities.<\/td>67.00%<\/td><\/tr>
My teachers use examples of students different races and cultures in their lessons to make learning more meaningful for me.<\/td>75.00%<\/td><\/tr>
I see a variety of genders, gender identities and expressions, and sexual orientations positively represented in the curriculum.<\/td>73.00%<\/td><\/tr>
I see a variety of races, ethnicities, cultures, and backgrounds positively represented in the curriculum.<\/td>86.00%<\/td><\/tr>
I see a variety of genders, gender identities and expressions and sexual orientations positively represented in the curriculum.<\/td>76.00%<\/td><\/tr>
At this school, we have productive conversations about race and racism where I feel my voice is heard.<\/td>81.00%<\/td><\/tr>
My teachers treat students of different races, cultures, or backgrounds equally.<\/td>93.00%<\/td><\/tr>
My teachers treat students of different genders, gender identities and expressions, and sexual orientations equally.<\/td>87.00%<\/td><\/tr>
I feel that my teachers respect my culture, background, and identity.<\/td>91.00%<\/td><\/tr>
Most students treat students from different cultures or backgrounds equally.<\/td>89.00%<\/td><\/tr>
Adults at this school (including teachers, administrators, counselors, and the principal) encourage students of all races, ethnicities, genders, cultures, and backgrounds to take challenging classes. [Grades 9-12]<\/td>87.00%<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

It has been 71 years since the \u200b\u200bSupreme Court case of 1954, Brown v. Board of Education, which made it unconstitutional for schools to segregate students based on race (Williams T. Grant Foundation). Yet, the U.S. still has large rates of segregation in public schools, caused by social and economic inequality in communities and school…<\/p>\n","protected":false},"author":807,"featured_media":0,"parent":0,"menu_order":3,"comment_status":"closed","ping_status":"open","template":"","meta":{"portfolio_post_id":0,"portfolio_citation":"","portfolio_annotation":"","openlab_post_visibility":"","footnotes":""},"class_list":["post-2","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/openlab.macaulay.cuny.edu\/breadgroup\/wp-json\/wp\/v2\/pages\/2","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/openlab.macaulay.cuny.edu\/breadgroup\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/openlab.macaulay.cuny.edu\/breadgroup\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/openlab.macaulay.cuny.edu\/breadgroup\/wp-json\/wp\/v2\/users\/807"}],"replies":[{"embeddable":true,"href":"https:\/\/openlab.macaulay.cuny.edu\/breadgroup\/wp-json\/wp\/v2\/comments?post=2"}],"version-history":[{"count":41,"href":"https:\/\/openlab.macaulay.cuny.edu\/breadgroup\/wp-json\/wp\/v2\/pages\/2\/revisions"}],"predecessor-version":[{"id":359,"href":"https:\/\/openlab.macaulay.cuny.edu\/breadgroup\/wp-json\/wp\/v2\/pages\/2\/revisions\/359"}],"wp:attachment":[{"href":"https:\/\/openlab.macaulay.cuny.edu\/breadgroup\/wp-json\/wp\/v2\/media?parent=2"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}