| Educators and policy makers have traditionally viewed ethnic minority students as being at risk for low academic achievement. Yet ethnic minority students have frequently been denied quality education due to unequal classroom practices, the persistence of stereotypical notions about ethnic minority students' abilities, and students encountering difficulty in transitioning between the collectivist nature of ethnic minority homes with the independent values of the dominant culture school system.;Previous research has paid scant attention to ways in which to foster academic success in ethnic minority children. This thesis examines the development of ethnic identity and self-esteem in ethnic minority children and how these two components contribute to academic success. Additionally, literature was reviewed in classroom practices, teacher training, and community partnerships. A framework of classroom and community practices to implement for ethnic minority students' academic success has also been outlined in this paper. |
