When I was applying to graduate school I refused to take a graduate admissions test. I wrote a letter explaining how I, as a white woman, would probably score just fine on this test since it would be culturally relevant for me, but that I felt it was a racist test that discriminated against people who were otherwise brilliant but could not demonstrate their brilliant through a test that was biased against them. After reading this article I am happy I took that stance, but I have since felt powerless when it comes to doing something about the devastating effects of these tests on the students I love. I feel complicit when I administer these tests that devastate their self confidence and their willingness to learn. That is why we need researchers and writers like you to point the racism underlying these tests, and how they are nefariously used to oppress black and brown and poor people, and to make rich whites feel superior. Thank you!
Pre-College Workshop for Students with Disabilities
Pre-College Workshop is a two-day program for new students with disabilities which takes place prior to the start of fall classes. These two days consist of five workshops, informational tours, family workshop, welcome lunch, and other exciting activities for new students to become familiar with Bridgewater State University prior to the arrival of the University community. PCW gives new students with disabilities an opportunity to talk about what BSU offers with upper-class students with disabilities. Students will work in small groups and will have a lot of time to ask questions, to discuss concerns about policies and procedures, to learn how to negotiate classroom accommodations.
This study aimed to validate the effects of second language learning on children's linguistic awareness. More particularly, it examined whether bilingual background improves the ability to manipulate morpho-syntactic structure. The study postulated that children who received a precocious learning of 2 languages (French-German) may develop enhanced awareness and control of syntactic structure since they need an appropriate syntactic repertoire in each language. In return, these children will gain access to the written language with more ease. The results showed an advantage for the children who attended bilingual classes since kindergarten: they were better at grammatical judgment and correction tasks and word recognition.