Many Negro parents have had little schooling themselves and hence are unable to appreciate its value

SCIENTIFIC ARTICLE:

Khalfaoui, A., García-Carrión, R. & Villardón-Gallego, L. A. (2020). Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education. Early Childhood Education Journal https://doi.org/10.1007/s10643-020-01054-4

COMMENT:

Here you can find another systematic review (of 14 scientific articles) providing evidence on how high standards in instruction, high expectations on students’ learning, emphasis on academic competences that foster cognitive development can really create the opportunities for students to increase their academic achievement as well as their positive attitudes towards schooling, improving the classroom climate in multicultural early education.

See more at: https://link.springer.com/article/10.1007%2Fs10643-020-01054-4

Khalfaoui, A., García-Carrión, R. & Villardón-Gallego, L. A. (2020). Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education. Early Childhood Education Journal https://doi.org/10.1007/s10643-020-01054-4

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Error happened.

La afirmación de Ausubel en 1968 podemos desmentirla fácilmente, incluso sin conocimiento en materia de educación. Es de sentido común que el nivel de estudios en los padres, ya sea mayor o menor, no ejerce ninguna influencia en el que podrían tener sus hijos, como tampoco lo hace su nivel económico. En los últimos años se han desarrollado muchas ayudas a alumnos y alumnas con un nivel económico bajo para que puedan educarse en igualdad de condiciones.
Por tanto no es ningún impedimento para los hijos que sus padres tengan un nivel académico inferior al de otros padres, ellos simplemente puede que no hayan tenido las mismas oportunidades que los otros, especialmente si son padres negros.
Des de hace siglos se ha denigrado al hombre negro y humillado a la mujer negra. Los hombres de occidente no concebían que alguien con un tono de piel distinto al suyo y costumbre diferentes podía ser igual o incluso mejor que ellos. Es de ahí de donde proviene todo el racismo contra todo aquél distinto a uno mismo.
Podemos decir finalmente que en lo que se basa esta afirmación en realidad es “en los propios prejuicios de Ausubel y los de su entorno” (Wigfield, Gladstone, & Turci, 2016), y también en la visión racista y clasista del autor. Su declaración no se ha hecho en base a ninguna fundamento científico, sinó en su propia opinión sobre el tema, una creencia que además es del todo errónea.
Para concluir el comentario observamos que no importa de que etnia provenga el padre ni el nivel de estudios del mismo, importa la dedicación y empeño que ponga en la educación de su hijo para que este se convierta en un provechoso miembro de la sociedad moderna.

Bibliografia:
Lopez de Anguileta, G. y Gallart, M. (2021). Aprendizaje significativo de Ausubel y segregación educativa. Multidisciplinary Journal of Educational Research 11, 1-19.
http://dx.doi.org/10.17583/remie.0.7431

Mucha de la población negra no vive en el mismo sitio en el que nació, sinó que han tenido que mudarse y recorrer miles de kilómetros, incluso bajo circunstancias que seríamos incapaces de imaginar, para poder llevar a su familia a un lugar mejor. Entonces, ¿de verdad creeis que no quieren una buena educación para sus hijos?

El objetivo principal de cualquier padre tendría que ser el querer un buen futuro para sus pequeños y creo que en el caso de todas aquellas familias que han emigrado de sus hogares, países y continentes queda más que claro que el objetivo principal és el anterior mencionado. 

Debido a la mala vida que ellos han tenido, saben perfectamente lo que les espera a sus criaturas si no consiguen una buena formación el día de mañana y es por eso que le dan un valor increíble al hecho de poder estudiar, saben que es la única manera que hay de salir de la situación en la que se encuentran ellos. No tendría sentido entonces que huyeran de sus países para que los hijos siguieran haciendo trabajos denigrantes por sueldos miserables.

Como conclusión, pese a no haber recibido una correcta y suficiente educación o incluso a no haberla recibido, saben el valor de ésta y las oportunidades laborales que conlleva. Por estos motivos entre otros, es absurdo creer que no quieren darle esa oportunidad a sus hijos o que no le dan la importancia que hay que darle.

If there is one thing that is clear, it is that the parents’ level of education is capable of affecting their children’s education in the future; after all, the frustrations and motivations of the parents end up being transmitted to the children as well. 

The real problem with this hoax really lies in the value that parents place on their children’s education, as well as the racial view that it is black parents who have this kind of educational value
But does being black really affect the level of schooling being lowered?

The reality is that in the United States and in some other countries, studies have been done that show that being black over the last 30 years has created an unfavorable situation for people of color compared to white people.

However, this article does not really focus on the issue of diversity, it focuses more on the transmission of that culture and social class from parents to children. It is clear that no parent would want their child to have a mediocre education in the future, because what parent would not want the best for their children?
Nowadays, numerous aids have been developed so that the economic level, as well as other types of limitations, are not an obstacle for students to be educated in a much more egalitarian way.
It is clear that the author of this hoax has a very classist and racist vision of prejudices about diversity.

To end this comment I would like to emphasize that ethnic diversity is not a limitation when we put effort and dedication in the education of a child.

Bibliographic references:

Hernández-Castilla, R. (2020).Segregation and / or racism. Choice of educational center by families? Teachers, Journal of Curriculum and Teacher Training, 24(3), 197-221.

First article

Assari, S. (2018). Parental education better helps white than black families escape poverty: National survey of children’s health. Economies, 6(2), 30.

Second article

Cross, C. J. (2020). Racial/ethnic differences in the association between family structure and children’s education. Journal of Marriage and Family, 82(2), 691-712.

third article
 

To debate this question, I have searched different databases with the intention of finding several articles on which to base my argument, for or against, of this statement. The search for these scientific articles is carried out in the Scopus or Web of science databases and for this we use keywords such as: Education, Ethnicity, Involvement or Parents.
To begin to dismantle this statement, I have focused on a study in which the relationship between black immigrant parents of United States students is discussed.According to this study, black immigrants participate at higher rates than other immigrants in all associated measures. with family-school interaction. Your participation in schools directly impacts academic development: visiting class, reviewing homework, and maintaining high expectations for college completion. Ethnographic data from the Boston Elementary and Merrimack Valley case studies corroborate the high levels of school participation of black African immigrant parents (Dryden-Peterson, Sarah. 2017.) Black African immigrant parents in the two schools exhibited high expectations for your children’s educational success, including college completion.
On the other hand, research has repeatedly revealed that immigrant parents strongly expressed their desire to participate in their children’s schooling, despite barriers, such as that schools do not have translators or that teachers are absent from open houses. school, which prevented them from participating in schools (Ramírez, 2003; Suárez-Orozco and Suárez-Orozco, 2002). Parent contact with schools is based on contact definitions that do not provide details of the content of the conversation or the school actors involved. It is also unclear how schools and teachers perceive parental barriers, such as lack of English proficiency or differences in understanding of parental involvement in schools, as barriers to communication (Cherng, H.-Y .2016)
In conclusion, overall, there are few studies that have explored the determinants of immigrant children’s school performance. These studies focus on the impact of children’s characteristics, such as age at the time of migration (Corak, 2011), language proficiency (Dustmann et al., 2010; Dustmann and Glitz, 2011) or whether one or both parents are immigrants (OhinataandvanOurs, 2012).

Referencias:

Albornoz, F., Cabrales, A., Calvo, P., & Hauk, E. (2018). Immigrant children’s school performance and immigration costs: Evidence from Spain. Economics Letters, 170, 27-30. https://reader.elsevier.com/reader/sd/pii/S0165176518301885?token=8413BD28F3DF24A89B06C4AE45ECD35847D88D221E8234AB9E5837F46D8164ECD951DC33A5B21E55EC9C8C138F4A541D&originRegion=eu-west-1&originCreation=20211231195842 

Cherng, H.-Y. (2016). Is all classroom conduct equal? Teacher contact with parents of racial/ethnic minority and immigrant adolescents. Teachers College Record (1970), 118(11), 1–36. https://doi.org/10.1177/016146811611801104

(Dryden-Peterson, S. (2018). Family–school relationships in immigrant children’s well-being: the intersection of demographics and school culture in the experiences of black African immigrants in the United States. Race, Ethnicity and Education, 21(4), 486–502. https://doi.org/10.1080/13613324.2017.1294562