Responding to Marginalization of Students of Color in K-12 Education (2017)

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Social Emotional Learning - Equity

AUTHOR: Holly King

Advance Ed

Below is an excerpt. Click here to access this article.

In a culture of school reform that focuses on student achievement as measured through standardized curriculum and testing, marginalized groups are traditionally less successful. For students who come from high-risk backgrounds such as being a person of color, living in poverty, being an immigrant, having limited English proficiency, and/or having a learning or developmental disability, success in today’s schools is limited, and the confidence and self-esteem of children can be irrevocably damaged (Larson, 2010). 

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