Suchergebnisse

The United States has long been crowned one of the most powerful nations in the world. This power extends beyond economics and the military; the United States has significant cultural impact on global markets such as entertainment, fast food, and education. The Americanization of global education has been an underlying matter for years, causing the majority of international education to be primarily eurocentric and class based. Because of this, we see higher levels of education being limited to select groups, creating an unhealthy incentive for many students to Americanize their beliefs and education. As such, we have conducted a study to see the range of effects that this "filter" in education has on different groups of students. To do this, we have used archival research: looking into previous accounts of data such as SAT and AP test scores provided by the College Board as well as surveys provided to different target groups in order to perform a comparison between the effects of Americanization in the institute and the quality of education amongst international and American students. After examining our survey results, we found that there were linguistic, geographic, and financial disparities hindering international students from reaching the same academic success as American students. We also found that much of the global historical curriculum is emphasized on American history; for example, institutes in Asia focus more on American history than Asian history in history classes. Using the results from this research, we hope to bring light to the innate problems present in American education to the masses.

The United States has long been crowned one of the most powerful nations in the world. This power extends beyond economics and the military; the United States has significant cultural impact on global markets such as entertainment, fast food, and education. The Americanization of global education has been an underlying matter for years, causing the majority of international education to be primarily eurocentric and class based. Because of this, we see higher levels of education being limited to select groups, creating an unhealthy incentive for many students to Americanize their beliefs and education. As such, we have conducted a study to see the range of effects that this "filter" in education has on different groups of students. To do this, we have used archival research: looking into previous accounts of data such as SAT and AP test scores provided by the College Board as well as surveys provided to different target groups in order to perform a comparison between the effects of Americanization in the institute and the quality of education amongst international and American students. After examining our survey results, we found that there were linguistic, geographic, and financial disparities hindering international students from reaching the same academic success as American students. We also found that much of the global historical curriculum is emphasized on American history; for example, institutes in Asia focus more on American history than Asian history in history classes. Using the results from this research, we hope to bring light to the innate problems present in American education to the masses.