ABSTRACT
The original American public school system served a common purpose of protecting citizens’ freedom while guaranteeing their economic and social welfare. Developing systematic patterns of teaching and learning, historically modeled after industrial factory production and classism, benefited the economic and societal needs of White Americans in the 19th century. Teachers were expected to provide culturally relevant learning experiences to develop responsible citizens who modeled social constructs of the time. Primary educational experiences with student tracking, discrimination in honors acceptance rates, racial-based degradation towards students of color, and recurring home life instabilities can lead to feelings of depression and self-hate. Elementary school tracking based on student test scores leaves little room for recognizing and celebrating differentiated learning abilities. Parent—child relationships serve as introductory lessons in communication, engaging in cultural society, and learning. These relationships naturally impact students’ ability to learn and coexist within academic settings.
