| The purpose of this study is to measure how Black and White, 11th and 12th grade students' in New York State Public Schools perceive the Social Studies curricula. A quantitative study was conducted in order to gather information for investigation. A survey designed and used by Dr. Christopher Martell was used to measure how Black and White 11th and 12th grade students' perceive the Social Studies curricula in New York State Public Schools. Survey consisted of a 5 point Likert Scale with 28 questions. The Likert Scale measures responses from 1-5; 1= strongly disagree and 5= strongly agree. The survey identifies how many years' students have spent in New York State Public Schools which is significant to the study to determine how much New York State curricula students' have been exposed to. The survey was given to approximately 300 student participants in 11th and 12th grade from three Suburban Long Island, NY School Districts. The study focused on two different race/ethnicity groups and three public school. Using a one-way ANOVA and T-test data analysis, the study investigates different students' perception of the curriculum. This study measures whether or not there is an apparent bias in the New York State social studies curriculum based on the perceptions indicated in student responses. The study also measures how students' perception of curriculum affects their historical and current view of race relations in America. Furthermore, it offers insight on ways to identify and eliminate racial bias and inequities in the curriculum that contribute to the oppression of Black students'. Measuring the responses of the different racial groups will implicate how much positive information students' perceive they have learned about White historical figures and Black historical figures in social studies.;Key Words: Race, Ethnicity, Education, Curriculum, Social Studies, African American, Racial Bias, Students. |
