Identifying the Racial and Socioeconomic Problems in the USA
Power, Privilege, and the Purse
Individual Work
What Are The Issues Facing the Nations Latino Youth
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For the individual humanities piece of this project we researched a topic connected to our groups individual theme and wrote a position paper based on this research. My topic was Educational Disparities. This topic is as broad and multidimensional as they come so I narrowed it down by thinking of ways these topics affected me. As a member of the Hispanic community and as an immigrant student I decided to write my paper on Hispanic Student performance in the current education system. Here is m final piece.
The Broken American Dream:
Educational Disparities for the Hispanic/Latino Community Since the founding of the United States of America, ethnic minorities have been given poorer opportunities than the country’s white majority. Today, one of the most explicit examples of this is the current state of educational inequality for minority children. Education is what leads a population to advance in culture, scientific discoveries, and technological innovations which in turn boost the economy and the living standard of a country. |
The fact that we discriminate against minorities within our education system isn’t just holding us back as an international community, but depriving those students of opportunities others have thus taking away their ability to become active members of the country’s population.
As one of the fastest growing minority groups in the United States, the inequities the Hispanic community receives within our education system limit their ability to obtain the same opportunities as other students and the elusive American Dream. In recent studies of educational inequities in Southern California, one minority was appeared again and again; The Latino/Hispanic population. As a member of that minority, I wanted to take a deeper look into the problem on a national level and my discoveries were mixed.
I. WHAT DOES THE PROBLEM LOOK LIKE?
While there have been advances in the narrowing of the achievement gap and creation of educational opportunities for Hispanic students there is still a long way to go before they’re academically equal to their white counterparts. In the last fifteen years, the advancement gap in education for Latino students has narrowed drastically. One study found that “As recently as 2000, fewer than half of Latinos enrolled in college within months of finishing high school. In 2012, the figure was 69 percent, compared with .... 67 percent for whites.” (Fry, Taylor). Historically in the United States, the Hispanic population has underperformed in education and as a result the racial stereotype of the incapable Latino seen in media and in regular student bias was born. Recently though, there has been a major change. Starting in the late nineties and early two thousands, Hispanic students have begun to raise their performances in all levels of schooling, creating a ripple effect throughout the student generations leading to the recent boom in Latino college bound students and their presence in higher education. Correlating with the improving academic presence, the Hispanic population in the United States has been growing almost exponentially. Since 2003, Hispanics are the number one minority in the country and as of 2006 “one of every two people added to the U.S. population are Hispanic” (U.S. Census Bureau, 2006a). As more people are coming into the country to create new lives, establish new companies, raise families and live out the American Dream; more students enter the academic population, nourishing a new diverse and competitive generation of citizens. This generation is the one creating the change we see today, as they cultivate the new academic population, they inadvertently narrow an infamously wide achievement gap that has plagued a people for decades. This leads to improvements in the population, creating more options for them in the work place and in higher education. “The share of Hispanic adults with college degrees has more than doubled since 1970, rising from 5 to 12 percent of all persons age 25 and over.” (Tienda). While education has improved for the Latino minority over the last thirty-to-forty years, there is still a substantial gap between the academic achievements of Latino students and white students.
In every stage of education, the improvement of Latino education is almost unnoticeable. From low scoring racially segregated elementary, middle and high schools to under preforming and failing undergrad students, the educational status of the Hispanic community is still decades behind both whites and other minorities. One example is in the Latino high school student drop out rate; about 14% in 2013 according to the United States Census (Fry). While that rate has been dropping in recent times, almost one sixth of all Hispanic students are dropping out of college compared with just 5% of whites. Hispanics are also scoring much lower than white students in all levels of education: nationally in 2009 the achievement gap between Hispanic and White students at grades 4 and 8 in mathematics and reading was between 21 and 26 points on the NAEP scale. (Hemphill, F.C., & Vanneman, A.), the average point difference between high school Whites and Hispanics on the SAT were about 44 points in the critical reading section, 74 points in the mathematics section and about 71 points in the writing section in the 2012/2013 school year. (NCES). In higher education, Hispanic presence has grown but not flourished. “As of 2006, White adults were almost twice as likely as U.S.-born Hispanics, and over three times as likely as foreign-born Hispanics, to receive a baccalaureate degree” (Tienda). Everywhere you look, you see the bittersweet progress of Hispanic education that only reminds you of how abhorrent it has been in the past. How do we expect these students to continue to progress to their educational equality when the gap they need to leap across is so incredibly gargantuan? The answer is simple, we build them a bridge. By helping to narrow the gap, we can help these students achieve the future they want and a future generation of innovators.
II. SCHOOL SEGREGATION
One of the biggest set backs in the quest for academic equality for any race is segregated schools with a majority minority. All over the country segregated school districts reminiscent of those before the Civil Rights Movement of the 1960’s are still a reality. Dilapidated student resources, unqualified teachers, and limited perspectives run rampant through the veins of so many of these racially segregated schools all across the country. One area that is especially segregated for Hispanic students in the country is Southern California. About one fifth of all Latino students in the country attend school in Southern California and continually find themselves in schools with a heavy concentration of people of their race. “In 2008, the typical Latino student in Los Angeles Unified School District (LAUSD) went to a school where 6% of the students were white” ( Orfield, Hawley and Kucsera). Having such limited diversity within an educational institution can be extremely detrimental to the students inside, not only do they receive a lower quality education, it also promotes student dropouts and low graduation rates. In 2011, only 50% of high school freshmen enrolled in a heavily segregated school graduated on time. The deceptively intuitive solution to this problem would be to simply desegregate schools and fund the struggling schools of the state. The problem with that argument is the factors it leaves out.
Not only is California’s public education funding one of the worst in the country, segregated school districts often fall to the socioeconomic state of the area. Segregated school systems correlate closely with low income areas. In Southern California, about 69% of Latino students qualified for the state Free Reduced Lunch program. As these low income students populate more and more percent of a school district, the communities around it become shaped by the inhabitants. As this happens, the white community capable of integrating these schools begin to fade away. This is the infamous “white flight.” Historically, this has been around since the early desegregation programs of the 60’s and 70’s. The concept of the White Dash is that once a foreign community (African-American, Latino, etc.) begins to integrate themselves into overly white areas and school districts, the white population of middle class families leave, or “dash,” from the district. “When racial change goes neighborhood by neighborhood, community by community, first the white middle class exits, and then middle class families of any race often stop moving in. Tracking closely with housing patterns, school resegregation in these communities also accelerates.” ( Orfield, Hawley and Kucsera) Their absence takes away the working middle class of the area, allowing for the majority of the community to become low-income families thus creating an endless circle of attempted but failed desegregation in our school districts.
III. IMMIGRANT EDUCATION
One of the most academically harmful outcomes of the current education system within both segregated and integrated school districts for a large portion of the Hispanic student community, is how most of the help and advances the community has made have been for native-born Latino students, often ignoring the immigrant students in the country. Immigrant education within the Latino community has been a complete disaster for decades for a multitude of reasons, the main one being that most of these students are not native English speakers (ES), making them English Learners (EL). This area of teaching is not just underdeveloped it is harmful to the students’ academic career as a whole. Personally, I have felt the effect first hand in the early stages of my educational career. As a Mexican-born immigrant beginning a life in the United States, the fact that I could not communicate with my teachers and peers was devastating socially and academically. As I began to learn more and more English, I was put into the English Learners program at my school and quickly realized how broken it was. Even as a novice English speaker, I was finishing my assignments easily and acing almost every test I was taking, but didn’t see much improvement in my speaking or my ability to communicate with many of my teachers. Eventually I graduated from the program only as a proficient speaker and went on to master the language with the help of my family, friends and exposure to American television and films. But I was only able to do so because of my integrated school district and community, because in a segregated academic environment language barriers and diverse culture is almost nonexistent.
I am not the only person who has been affected by this broken system.“2008 NAEP data [showed that] fourth grade ELs were 30 points lower [in national scores] than ESs in reading, 45 points lower when in eighth grade, and 52 points lower than ESs in 12th grade.” (APA). There are thousands of students, both in and outside of the Hispanic minority, that have been unable to succeed as students because of this system. Additionally, one aspect of the current system that is evident in many segregated schools with a majority of EL students is that teachers and staffs are forbidden, by criminal sanctions, to teach their students in their native language, even though research strongly indicates that students first learn to read and write more effectively in the language they actually speak ( Orfield, Hawley and Kucsera). Because of this, the longer ELs are in schools (where they are supposedly “fluent” according to the English Learning aid system) the lower their test score, thus the lower the funding to help these students. As you can see, this system is as broken as the immigration system that lead to their academic disparities and their false dream. The American Dream.
Some sources continue to express that English Immersion education leads to more success than bilingual education such as the ProEnglish organization. They argue that bilingual education holds back academic achievement by wasting time in the classroom and deterring students from learning the country’s official language. They backup their argument by stating: “30 years of the bilingual experiment and billions of dollars spent, reliable research shows that these programs fail to teach students the English language and literacy they need for school success...Segregation by language and ethnicity does not lead to higher academic performance, does not raise students’ self-esteem, results in social isolation and may contribute to high drop-out rates” (ProEnglish). While ProEnglish has its heart in the right place, their argument is based on outdated material and simply not true. While the current bilingual education system (for example the English Learners system) is heavily flawed, taking it away is not the answer. To fix the cracks in the foundation of the system, we must look at improving and updating it instead of obliterating it, because it is a necessary program for students in similar positions as I was so many years ago. Non-native English speakers who have had a bilingual education and have been taught English in their native language have been able to break the mold and begin to narrow the achievement gap between themselves and their white peers.
CONCLUSION
Education is the backbone of social, scientific and economic progress forward for any global society, and is the reason the United States has been able “be on top of the world” for such an extended period of time. But the way our education system undervalues its fastest growing minority population is damaging, not just to the individuals it disadvantages, but to the country’s international status as one of the strongest and most ethically advanced sovereign nations in history. As a country, we simply cannot ignore the people around us and must step forward to fix what simply is not working. The most logical way to approach this would be: Continue to build upon the academic progress of the Hispanic community, Encourage state education systems to give funding to school districts in terms of needs and not student proficiency, Adapt a new desegregation system, and Improve funding and quality of English Learner system for non-English speakers. If we ever plan on rebuilding the American Dream for immigrants and minorities alike, we must first look at the systemic disparities infecting our current education system and work together as a society to give our youth the constitutional right to equal opportunity.
RESOURCES:
As one of the fastest growing minority groups in the United States, the inequities the Hispanic community receives within our education system limit their ability to obtain the same opportunities as other students and the elusive American Dream. In recent studies of educational inequities in Southern California, one minority was appeared again and again; The Latino/Hispanic population. As a member of that minority, I wanted to take a deeper look into the problem on a national level and my discoveries were mixed.
I. WHAT DOES THE PROBLEM LOOK LIKE?
While there have been advances in the narrowing of the achievement gap and creation of educational opportunities for Hispanic students there is still a long way to go before they’re academically equal to their white counterparts. In the last fifteen years, the advancement gap in education for Latino students has narrowed drastically. One study found that “As recently as 2000, fewer than half of Latinos enrolled in college within months of finishing high school. In 2012, the figure was 69 percent, compared with .... 67 percent for whites.” (Fry, Taylor). Historically in the United States, the Hispanic population has underperformed in education and as a result the racial stereotype of the incapable Latino seen in media and in regular student bias was born. Recently though, there has been a major change. Starting in the late nineties and early two thousands, Hispanic students have begun to raise their performances in all levels of schooling, creating a ripple effect throughout the student generations leading to the recent boom in Latino college bound students and their presence in higher education. Correlating with the improving academic presence, the Hispanic population in the United States has been growing almost exponentially. Since 2003, Hispanics are the number one minority in the country and as of 2006 “one of every two people added to the U.S. population are Hispanic” (U.S. Census Bureau, 2006a). As more people are coming into the country to create new lives, establish new companies, raise families and live out the American Dream; more students enter the academic population, nourishing a new diverse and competitive generation of citizens. This generation is the one creating the change we see today, as they cultivate the new academic population, they inadvertently narrow an infamously wide achievement gap that has plagued a people for decades. This leads to improvements in the population, creating more options for them in the work place and in higher education. “The share of Hispanic adults with college degrees has more than doubled since 1970, rising from 5 to 12 percent of all persons age 25 and over.” (Tienda). While education has improved for the Latino minority over the last thirty-to-forty years, there is still a substantial gap between the academic achievements of Latino students and white students.
In every stage of education, the improvement of Latino education is almost unnoticeable. From low scoring racially segregated elementary, middle and high schools to under preforming and failing undergrad students, the educational status of the Hispanic community is still decades behind both whites and other minorities. One example is in the Latino high school student drop out rate; about 14% in 2013 according to the United States Census (Fry). While that rate has been dropping in recent times, almost one sixth of all Hispanic students are dropping out of college compared with just 5% of whites. Hispanics are also scoring much lower than white students in all levels of education: nationally in 2009 the achievement gap between Hispanic and White students at grades 4 and 8 in mathematics and reading was between 21 and 26 points on the NAEP scale. (Hemphill, F.C., & Vanneman, A.), the average point difference between high school Whites and Hispanics on the SAT were about 44 points in the critical reading section, 74 points in the mathematics section and about 71 points in the writing section in the 2012/2013 school year. (NCES). In higher education, Hispanic presence has grown but not flourished. “As of 2006, White adults were almost twice as likely as U.S.-born Hispanics, and over three times as likely as foreign-born Hispanics, to receive a baccalaureate degree” (Tienda). Everywhere you look, you see the bittersweet progress of Hispanic education that only reminds you of how abhorrent it has been in the past. How do we expect these students to continue to progress to their educational equality when the gap they need to leap across is so incredibly gargantuan? The answer is simple, we build them a bridge. By helping to narrow the gap, we can help these students achieve the future they want and a future generation of innovators.
II. SCHOOL SEGREGATION
One of the biggest set backs in the quest for academic equality for any race is segregated schools with a majority minority. All over the country segregated school districts reminiscent of those before the Civil Rights Movement of the 1960’s are still a reality. Dilapidated student resources, unqualified teachers, and limited perspectives run rampant through the veins of so many of these racially segregated schools all across the country. One area that is especially segregated for Hispanic students in the country is Southern California. About one fifth of all Latino students in the country attend school in Southern California and continually find themselves in schools with a heavy concentration of people of their race. “In 2008, the typical Latino student in Los Angeles Unified School District (LAUSD) went to a school where 6% of the students were white” ( Orfield, Hawley and Kucsera). Having such limited diversity within an educational institution can be extremely detrimental to the students inside, not only do they receive a lower quality education, it also promotes student dropouts and low graduation rates. In 2011, only 50% of high school freshmen enrolled in a heavily segregated school graduated on time. The deceptively intuitive solution to this problem would be to simply desegregate schools and fund the struggling schools of the state. The problem with that argument is the factors it leaves out.
Not only is California’s public education funding one of the worst in the country, segregated school districts often fall to the socioeconomic state of the area. Segregated school systems correlate closely with low income areas. In Southern California, about 69% of Latino students qualified for the state Free Reduced Lunch program. As these low income students populate more and more percent of a school district, the communities around it become shaped by the inhabitants. As this happens, the white community capable of integrating these schools begin to fade away. This is the infamous “white flight.” Historically, this has been around since the early desegregation programs of the 60’s and 70’s. The concept of the White Dash is that once a foreign community (African-American, Latino, etc.) begins to integrate themselves into overly white areas and school districts, the white population of middle class families leave, or “dash,” from the district. “When racial change goes neighborhood by neighborhood, community by community, first the white middle class exits, and then middle class families of any race often stop moving in. Tracking closely with housing patterns, school resegregation in these communities also accelerates.” ( Orfield, Hawley and Kucsera) Their absence takes away the working middle class of the area, allowing for the majority of the community to become low-income families thus creating an endless circle of attempted but failed desegregation in our school districts.
III. IMMIGRANT EDUCATION
One of the most academically harmful outcomes of the current education system within both segregated and integrated school districts for a large portion of the Hispanic student community, is how most of the help and advances the community has made have been for native-born Latino students, often ignoring the immigrant students in the country. Immigrant education within the Latino community has been a complete disaster for decades for a multitude of reasons, the main one being that most of these students are not native English speakers (ES), making them English Learners (EL). This area of teaching is not just underdeveloped it is harmful to the students’ academic career as a whole. Personally, I have felt the effect first hand in the early stages of my educational career. As a Mexican-born immigrant beginning a life in the United States, the fact that I could not communicate with my teachers and peers was devastating socially and academically. As I began to learn more and more English, I was put into the English Learners program at my school and quickly realized how broken it was. Even as a novice English speaker, I was finishing my assignments easily and acing almost every test I was taking, but didn’t see much improvement in my speaking or my ability to communicate with many of my teachers. Eventually I graduated from the program only as a proficient speaker and went on to master the language with the help of my family, friends and exposure to American television and films. But I was only able to do so because of my integrated school district and community, because in a segregated academic environment language barriers and diverse culture is almost nonexistent.
I am not the only person who has been affected by this broken system.“2008 NAEP data [showed that] fourth grade ELs were 30 points lower [in national scores] than ESs in reading, 45 points lower when in eighth grade, and 52 points lower than ESs in 12th grade.” (APA). There are thousands of students, both in and outside of the Hispanic minority, that have been unable to succeed as students because of this system. Additionally, one aspect of the current system that is evident in many segregated schools with a majority of EL students is that teachers and staffs are forbidden, by criminal sanctions, to teach their students in their native language, even though research strongly indicates that students first learn to read and write more effectively in the language they actually speak ( Orfield, Hawley and Kucsera). Because of this, the longer ELs are in schools (where they are supposedly “fluent” according to the English Learning aid system) the lower their test score, thus the lower the funding to help these students. As you can see, this system is as broken as the immigration system that lead to their academic disparities and their false dream. The American Dream.
Some sources continue to express that English Immersion education leads to more success than bilingual education such as the ProEnglish organization. They argue that bilingual education holds back academic achievement by wasting time in the classroom and deterring students from learning the country’s official language. They backup their argument by stating: “30 years of the bilingual experiment and billions of dollars spent, reliable research shows that these programs fail to teach students the English language and literacy they need for school success...Segregation by language and ethnicity does not lead to higher academic performance, does not raise students’ self-esteem, results in social isolation and may contribute to high drop-out rates” (ProEnglish). While ProEnglish has its heart in the right place, their argument is based on outdated material and simply not true. While the current bilingual education system (for example the English Learners system) is heavily flawed, taking it away is not the answer. To fix the cracks in the foundation of the system, we must look at improving and updating it instead of obliterating it, because it is a necessary program for students in similar positions as I was so many years ago. Non-native English speakers who have had a bilingual education and have been taught English in their native language have been able to break the mold and begin to narrow the achievement gap between themselves and their white peers.
CONCLUSION
Education is the backbone of social, scientific and economic progress forward for any global society, and is the reason the United States has been able “be on top of the world” for such an extended period of time. But the way our education system undervalues its fastest growing minority population is damaging, not just to the individuals it disadvantages, but to the country’s international status as one of the strongest and most ethically advanced sovereign nations in history. As a country, we simply cannot ignore the people around us and must step forward to fix what simply is not working. The most logical way to approach this would be: Continue to build upon the academic progress of the Hispanic community, Encourage state education systems to give funding to school districts in terms of needs and not student proficiency, Adapt a new desegregation system, and Improve funding and quality of English Learner system for non-English speakers. If we ever plan on rebuilding the American Dream for immigrants and minorities alike, we must first look at the systemic disparities infecting our current education system and work together as a society to give our youth the constitutional right to equal opportunity.
RESOURCES:
- Orfield, Gary, Genevieve Siegel Hawley, and John Kucsera. "Divided We Fail: Segregation And Inequality In The Southland's Schools." (2011): 1-51. Civil Rights Project, 18 Mar. 2011. Web. 10 Oct. 2015. <http://civilrightsproject.ucla.edu/research/metro-and-regional-inequalities/lasanti-project-los-angeles-san-diego-tijuana/divided-we-fail-segregated-and-unequal-schools-in-the-southfield/Divided-We-Fail-final-rept-v3-03-18-11.pdf>
- Tienda, Marta. "Hispanicity and Educational Inequality: Risks, Opportunities and the Nation’s Future." Tomas Rivera Lecture Series. American Association of Hispanics in Higher Educatio, Mar. 2009. Web. 18 Oct. 2015. <https://www.ets.org/Media/Research/pdf/PICRIVERA1.pdf>.
- American Psychological Association, Presidential Task Force on Educational Disparities. “Ethnic and racial disparities in education: Psychology’s contributions to understanding and reducing disparities.”(2012) Web. 19 Oct. 2015. <http://www.apa.org/ed/resources/racial-disparities.aspx>
- Pérez-Peña, Richard. "As Latinos Make Gains in Education, Gaps Remain."The New York Times. The New York Times, 09 May 2013. Web. 21 Dec. 2015. <http://www.nytimes.com/2013/05/10/education/latinos-sharply-narrow-education-gap.html?_r=0>.
- Fry, Richard. "U.S. High School Dropout Rate Reaches Record Low, Driven by Improvements among Hispanics, Blacks." Pew Research Center. Pew Research Center, 2 Oct. 2014. Web. 21 Oct. 2015. <http://www.pewresearch.org/fact-tank/2014/10/02/u-s-high-school-dropout-rate-reaches-record-low-driven-by-improvements-among-hispanics-blacks/>.
- Hemphill, F.C., & Vanneman, A. (2011). Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress (NCES 2011-459). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Web. 21 Oct. 2015. <https://nces.ed.gov/nationsreportcard/pdf/studies/2011485.pdf >
- "Bilingual Education." ProEnglish. Ed. ProEnglish. ProEnglish, 2015. Web. 21 Oct. 2015. <https://www.proenglish.org/projects/bilingual-education.html>.
To prepare for our grade wide exhibition I was given the task of being the moderator for the Educational Inequities panel. My responsibilities involved organizing the entire panel, helping my panelists with their position papers and finding their speaking topics for the panel, creating moderator questions for all of the panelists, contacting and recruiting guest panelist for the panel, and, of course, opening, closing, and moderating the panel on the night of the exhibition.
organizationTo organize the panel, I created a document that I shared with my entire panel and constantly edited and updated as time went on during the project:
Educational Inequity Panel Are Our Children's Futures Dimming? An Analysis of Educational Inequities Paragraph Description: This panel will showcase information regarding different factors attributing to the inequalities currently running rampant within America's educational system. We will discuss how unfair funding can damage schools and widen achievement gaps, the current aid system for students with learning disabilities and how it has fallen from grace, the impact economic status plays in the ever-growing achievement gap, and how racially segregated schools affect the achievement gap. 2 Sentence Description: This panel will showcase information regarding different factors attributing to the inequality currently running rampant within America's educational system.We will discuss the impact that has on the widening achievement gap, the effect of funding on schools, the current aid system for students with learning disabilities, and the influence economic status has on the achievement gap. Speaking Order:
Demi Reeves (Achievement Gap: Race) Racial achievement gaps occur when a group of students, placed together by race, outperforms another race. Currently, we see that the American Dream is becoming less of a reality due to the frightening racial achievement gap. Emily Chung (Higher Education - Affirmative Action & Free Public College) The cost of college tuition has skyrocketed through the roof and many are unable to afford it, even with loans and scholarships. Affirmative action and free public college are two of the most discussed solutions in our society right now, and they can help to provide equal opportunities in higher education, thus helping to make the American Dream a reality. Skylar Rees Haynes (Public School Funding) After analyzing the various achievement gaps, it’s important to look at possible causes. While funding isn’t the only cause, it’s a certainly a major factor. Many states have a broken school funding formula, based on items that push different socioeconomic classes and racial groups apart. I will unpack these issues, and propose possible solutions. Tyler Hensley (Low-Income Schools)(Guest Panelist) Low income schools have external challenges (funding), but with diminishing returns. Most importantly, we need to address internal challenges, particularly around high-quality teacher recruitment and retention. New teacher turnover is between 40%-50% within first 5 years of teaching; this rate is 50% higher in low-income schools. Students need a safe space to grow; a place where it’s safe to fail and where they have a sense of belonging. For 6 hours each day, this begins and ends with the teacher. Nathan Bogdan (Learning Disabilities) The education system has been failing those who have learning disabilities. The US government has only been helping those with learning disabilities for 25 years where we have known about learning disabilities for around 200 years. Because of this relatively new system many of the people in it are not getting the help they need. Most students with learning disabilities are failing school and have been held back. If the system was providing the aid necessary for these students, why are so many of them failing school and being held back? |
Moderator QuestionsIn preparation fro the panel I read all of my student panelists position papers and opening statements and contacted my guest panelists on what they would speak about and created multiple questions for each member and for the panel as a whole. On the night of, I was only able to ask about five questions due to time restraints.
Here are the questions: Moderator Questions Student Panelists
Demi:
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Exhibition: Mind The Gap Symposium
To see how the night went please visit the exhibition page below.