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Where Do I Go To If I Have Question About Online Learning Broward College
@EraAssata I’m working on another question but this one took me just three minutes so why don’t you… Does it matter where a person goes to college or school? — kareem (@araquisha18) November 5, 2018
What does it matter where a person goes to college?
That’s what Sojourner Truth, spiritual and moral leader of African American America, and other women had to say when asked that question.
To get more details in her full statement that’s only 21 minutes, please scroll on down.
Questions asked originally in her children’s grandparents may have her asking for help, but as of recently, she saw a need to address what appears to be an issue impacting Black people: an issue that if addressed quickly, could change the whole educational landscape in America today.
As Sojourner Truth’s grandson, I ask that one of the last questions you pose to this great Black woman you respectfully love please be meaningful and reasonable.
Let’s first address the context from which Sojourner Truth speaks. What do we have with our education system today?
Today’s Black students attend many, many different places to get their college education. Gone are the days when just a high school diploma secured placement at historically Black colleges and universities. The choice today is almost immediate: do you want to go to the historically Black school; a private university; a community college; a regional school within the state’s community college system; or perhaps a state university? The choices today are almost immediate.
If We Choose to Attend a State University, Let’s Do It Right
The greater issue is with the regional school within the state’s public school system. The larger concerns are (what was asked of Sojourner Truth):
We give preference to state schools over educational institutions that possess a solid track record of producing graduates that enter and graduate in the field in which they studied or went to school. Since most students attending those schools are already in the system before they get there, the quality of education often lags behind better situated schools. Smaller schools in smaller communities that produce academically qualified graduates and students that are highly inclined to excel tend to do a better job of producing quality graduates and students than do larger institutions of higher learning. While doing more than just booking seats in the classroom, smaller schools generally have extra resources to put into the pedagogy of the teaching and learning process than do larger schools. I know that I’m not alone in seeing the benefits of being a small or mid-sized institution of higher learning. My grandfather taught in one of those small schools that my family attended and he went on to be the state superintendent of education. We need to see good, quality teachers at those smaller schools. As most of my teachers knew when they were in my class, there were only 27 students in my math class, and that is not unusual in our community. A little thing like that is taken for granted, I assure you. You will sometimes find that the curriculum is adequate but the instruction provided is so basic and inconsequential that it is almost impossible to pass. We often heard the explanations of remedial courses that were offered in small regional schools (e.g., math, reading) to teach students who had fallen behind in the core subjects that required a two-credit requirement for graduation. These students often would have never gone to a city school or community college, thus taking us all back to those days when we filled our curriculum with these remedial classes that we learned to hate.
Please Protect Our Students from These Unnecessary Subjects
This issue reaches to my grandchildren. They and I attend different schools, but we frequently hear my grandchild say, “I like math, I have a knack for math,” and “I want to go to college” or “I’d like to major in engineering” or “I would like to get into medicine.” What I am concerned about are the “applied core” subjects that are offered at our public schools, particularly the teacher preparation programs of our universities. It appears the curriculum offered by some of the teaching programs is focused solely on preparation for the “applied core”; however, the broad language that the curriculum employs creates a misunderstanding and results in some students being left behind. Though the curriculum may be sound and sound instructional if one reads and understands it, its principles can be confusing for students who do not read the content as a whole. It appears that some of the aspects of the curriculum are offered to make our students look academically accomplished. I would like to see more transparency and less distinction by the teaching program offerings.
I give you no directive for what you should suggest to our Educational leaders, but I ask