How does courage of American citizens improve American life?

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Specifically, can it be applied to the abuse of minorities by the powerful?

Teaching and learning about multi-dimensional identity is complex. I attach an article chronicling my own wrestling with this issue in the context of Australian young people and the Australian school curriculum.

But supervising some excellent higher degree research candidates exploring the teaching of identity in other contexts such as Pakistan, Nepal, and international schools around the world has only underlined the complexities. Respect for ethnic, indigenous and religious minority groups is usually extolled in official curriculum documents but often majoritarian views dominate in reality in prescribed textbooks, and there are degrees of 'othering' of in-country minorities or countries that are perceived as different.

It would be great to hear from countries or jurisdictions where you feel that genuine, successful and intelligently nuanced educational practices are in place in relation to teaching about identity.

International norms have failed to justify realisation, implementation and enforcement of universal human rights, in some UN member states by individuals affected by controversial issues including racial discrimination, socioeconomic marginalisation, LGBT rights and slavery reparations.

I am planning a small research proposal as a part of one of my masters' units. The broead topic of the proposal is social differences in students' academic achievement. I am interested in investigating whether there is a correlation between peer victimization and Academic achievement, using a test of relationships (Pearson, Spearman, Kendall etc.) The sample will be students from ethnic minority groups. My variables will be peer victimization which will be the independent variable and academic achievement which will be the dependent variable. I was thinking of include race/ethnicity as a third variable but if I do so, I don't know which will be the appropriate test for testing the relationship of all three variables.

Can you spot any drawbacks on the research design or in the Research Question?

Is there any reliable and valid measurement for primary school students' academic achievement?

I would appreciate that, because I am a novice in research.

In a survey of 5,000 MBA students, for example, more than half acknowledged that they cheat.  Yet only one in twenty, or five percent, of the Deans of the top 100 US Business Schools thought they "might have an academic integrity problem."  Moreover, top scholars like Jeffrey Pfeffer of Stanford and Henry Mintzberg of McGill University have described business school MBAs as largely irrelevant and too focused on analysis rather than on people. Finally, despite the fact that more than half of the US population under 18 is now non-Caucasian, American universities have consistently failed to train American-born minorities in doctoral programs -- such as business -- where a 2006 report indicated that 53% of doctoral candidates are minorities but only 5% are Native Americans, American-born Hispanic, or American-born Blacks. . . and the problem is only getting worse.

There has been plenty of research regarding the plain facts and statistics asked in the question, but I have yet to encounter any information regarding the underlying reasons for these prevailing statistics and facts. Sure, one could gather that an underlying fear of racial minorities, especially those living in poverty, makes their crimes seem worse than other minorities — but does research exist to corroborate these statements on people's popular opinion?

In the above mentioned question, is it seen that individuals who live in a place as a minority group or community are being influenced by the trait of the majority? Do minorities lose cultural identity among majority? sometimes they even can't perform the cultural or their traditional aspects or activities freely. These or which have not mentioned get significantly weak.