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Curricula in United States Schools: Not Everybody Counts

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Why are students of colour in United States schools failing? This question is explored through the responses of ten biethnic and/or biracial persons, aged 20-30 years, who were asked to reflect about their experiences in Kindergarten-12th (K-12) grade schools. In their experience, in the United States a person of colour is anyone who cannot be classified as White. Additionally, the United States categorizes its population as Hispanic and non-Hispanic. There must be strict adherence to these categories. Persons who are part White are considered persons of colour and there is much resistance to recognizing multiple heritages and identities. The participants shared their perceptions of curricula in United States schools and why students of colour fail. They talked about strategies they developed to “survive” the schools and made recommendations for improving curricula, particularly current multicultural education models.
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Document Type: Research Article

Affiliations: Metropolitan State College of Denver

Publication date: January 1, 1999

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  • Curriculum and Teaching is a bi-annual, refereed, international journal publishing original research. It uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration.
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