A group of educators from a local school district has formed a task force to investigate racial and ethnic identity. Activities have been planned to bring students from different cultures together in an attempt to achieve more diverse understanding. However, there appears to be an issue with academic progress. The task force discovered

Options for the question have not been provided. They are as follows:

a) if minority group students experience less academic success, they may find themselves in classes with proportionally fewer majority group members.

b) majority group students do not want to interact with minority group students, so they select classes that fewer minority group students will take.

c) gangs in the schools are not integrated.

d) academic success has little to do with the two group interactions.

a) if minority group students experience less academic success, they may find themselves in classes with proportionally fewer majority group members.

Explanation:

The educators have decided to open various classes where the majority and the minority group students can interact with each other. However there is a loophole in this plan. A student will choose a class not only on the basis of their liking but also on the basis of their academic level of comfort. Minority group students usually face similar environment and set of problems since they belong to a small close knit minority community and so they might also show similar academic performance.

For example, most of them could be bad in math since their early schooling in their own community could not build a strong foundation for math. As a result they would not perform well in it and will automatically be a part of activity not related to math. Unintentionally they will get clubbed together again in classes and activities with fewer majority group members.

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