Race-Based Stereotypes

The Northwestern University states has a new idea on the racial-ethnic achievement gap. In their article “Do race-based stressors contribute to the achievement gap?” they introduce these ideas. The gap is created not simply because of teacher-quality, financial status, or other factors of the same kind, but also because of the stress-factors that come with belonging to one of the racial minority groups. The Northwestern University researchers use mostly logos and ethos appeals to express their ideas about the achievement gap. Their evidence is based on research and fact, creating a strong appeal to logos. They include statistics on the stress-based factors that act upon students of a racial ethnicity, and compare how these statistics measure against racial majority students of the same class. These results help the reader visualize and understand the differences in the stress-factors, and show how they are directly related to the achievement gap. The researchers only include statistics and testimonies from well-known and accredited sources, such as the journal American Psychologist, and experienced officials like Dorraine Levy and Emma Adam. References to these sources help build the credibility of the argument and show the legitimacy of the information
One of the elements of rhetoric that they commonly use is classification and division. They organize their information and then show how their two groups are different. Statistics showing the difference and classification between people of a racial minority and those of a majority are given, creating a deeper understanding with the reader about the topic being discussed. They also use comparison and contrast to exemplify the differences between the students of a racial minority and majority, which emphasizes the reasons that they think these stress-factors are affecting the