The author examines the differentiation of self-identity, school treatment, and academic struggle between two Asian American students in U.S. Midwest urban school environments. Using an interview study, the author focuses on understanding the students' perspectives in relation to the label of model minority. The purpose of the study is to investigate how social, academic, and economic factors affect these students, including different outcomes in terms of school achievement and self-identity formation. The findings aim to help urban educators approach complex factors regarding minority students' educational opportunities. Comprehensive results identified that: (1) The concept of model minority significantly affects Asian American students at all levels of daily life; (2) Urban schools continue reinforcing social reproduction and producing perceptions based on socioeconomic background and intersectional discrimination; (3) The evidence in the study shows that school environments do not aid students in valuing their cultural capital; (4) Students from different social classes present different linguistic and behavioral patterns; and (5) Social stratification significantly influences students' perspectives in response to the Asian stereotype, self-identity, and racial hierarchy in school and society.

Many people believe that democracy is something that can lead everyone toward a better nation and a free and fair society. In 1954, Brown v. Board of Education fundamentally changed the education system in the United States and was a turning point in the evolution of U.S. democracy that made the beautiful American dream available for each individual. However, six decades later, the debate over educational inequality continues. People are still fighting for their equality and well-being.Along with dramatically influential political, economic, and social factors in the United States, educational inequality destroys the commitment of this democratic nation to offer equal opportunity, care, and social justice to younger members of the community. This paper discusses the current problem of educational inequality as it relates to racial and socioeconomic discrimination in urban schools. The aim of this study is to explore knowledge of inequality in the U.S. school system and to raise social and educational awareness to help American children to have equal chances in education and to achieve future success. KeywordsDemocracy, public education, social mobility, racial inequality, socioeconomic inequality Public education is a constructive mechanism that prepares children for citizenship and educates them to live in a healthy civic society, and to foster a nation with democracy (Hochschild and Scovronick 2003;Gutmann 1999;Labaree 1997). The early framework of the democratic purpose of education was associated with the public good and aimed to promote the formation of moral character in citizens of the United States (J. Goodland, Mantle-Bromley, and S. The goals of public schooling are to give to every citizen the information he needs for the transaction of his own business, to know his rights and exercise with order and justice those he retains, and in general to observe with intelligence and faithfulness all the social relations under which he shall be placed. (as cited in L. Pangle and T. Pangle 2000: 25)

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This chapter examines the demand, struggle, and recruitment of minority teacher candidates in teacher education. The main goals of this chapter are to: 1) survey the impact of teacher demographics on student learning processes and academic achievements; 2) identify the promise and pitfalls of diversifying teacher candidates in preparation programs; and 3) provide a scholarly basis for future developments. The literature review begins with an exploration of demographic profiles in educational environments, especially in relation to culturally and linguistically diverse populations. The discussion then addresses the mismatch of demographics between students and teachers. Next, the potential harm from demographic disparities is discussed. The benefits and hindrances of minority teacher candidates in teacher education, such as cultural competence, role models, recruitment, selection, and retention, are examined as well. Finally, the challenges of preparing qualified minority teacher candidates in teacher education are highlighted.