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different positions in the stratification hierarchy have categorically unequal and qualitatively different (rather than continuously graded) life and educational experiences [and that] poverty involves distinct material hardships and environmental disadvantages that may stunt poor children's cognitive development” (Condron, 2009, p9). This research also went deeper into the school-level practices that attribute to student achievement gap more so than the other literature reviewed here. In addition to looking at social capital, which other studies also did, this study analyzed organizational processes, teacher attributes and resources at the schools, in relation to student body composition. This study found that racially segregated schools had poor administrative cohesion, poorly developed staff, and substandard resources for students.

In conclusion, the research is clear that despite historic Supreme Court victories to desegregate U.S. public schools, the workforce may be integrated but our neighborhoods and schools are not. There needs to be more research done in the way of showing more qualitative data of the future overall individual achievement of minority students who attend predominantly minority schools, segregated from white students. This should be done so that that one of two things can take place. Either a de-segregation movement in education reform policy needs to be pushed through or schools that remain segregated need to be brought up to the same standards of predominantly white, high performing school. It has already been proven that this has a significant impact on students in two ways. The first solution may prove more favorable as research also provides evidence that a diverse school environment benefits both minority and white students alike.

The study will seek to provide to answer these specific questions:

What is the perspective of individual teachers of the effects of their students' culture, class, and gender on their academic performance?
How do students view their race and the race of their classmates as factors that affect their academic achievement and overall academic experience?
How do students and teacher talk about racial inequality in their school?
How does school segregation affect both white and non-white students?
The proposed study will help bring awareness to these critical points.

方法-Methodology

For my study I will use two New York City schools, both on the Lower East Side of Manhattan. One school is a charter school where of the 380 students, 43% are black, 29% are Hispanic, 1% are White and 1% are Asian (information for the ethnicities of the other 25% was not provided at time of this proposal). 100% of the students who attend this k-5 school qualify for free lunch based on government poverty guidelines. The math and reading scores are high, among the best in the city . The other school's, a pubic school under the department of education, demographics is such: of 336 students, 13% black, 36% Hispanic, 34%White, 13% Asian . The math and reading scores at this school are less than stellar. I will select 15 respondents from each school for the interview; three students from each grade, grade 3 through 5, one Black, one White and one Asian. I will select two teachers from each grade level. Teachers in both upper and lower elementary school will be chosen and their ethnicities will be m