9 Matching Annotations
  1. Nov 2021
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    1. Instead, poor children often feel isolated and unloved, feelings that kick off a downward spiral of unhappy life events, including poor academic performance, behavioral problems, dropping out of school, and drug abuse.

      It is crazy because I do feel as if it is the stressful environment that leads to children feeling this way, it is not them that is unloved but their parents/caretakers are so overworked and stressed out that they can not show their children love sometimes. But, as a child, you do not understand why/where this feeling of abandonment is occurring.

    2. as adolescents, are more likely to rely on peers than on adults for social and emotional support.

      Students live in poverty are taught from a young age how to essentially "survive" on their own. They are their own caretakers sometimes, with little support from adults. Parents are sometimes too tired to hear about their child's day, so who do they turn to?

    3. Believing that no one cares or that their teachers don’t like them or talk down to them, students will often give up on academics (Mouton & Hawkins, 1996). Kids raised in poverty are more likely to lack—and need—a caring, dependable adult in their lives, and often it’s teachers to whom children look for that support.

      I do think that sometimes school staff does give up on students who are low-achieving. I understand the frustration staff may feel, but they also need to look at the circumstances in which a student comes from. They are not "giving up," but they were failed. It is up to staff to watch these students fail or help them grow.

    4. The problem with that sentiment is that it leads to lowered expectations.

      Students need to be empowered! This reminds me of cultural wealth. Students should not be constantly reminded of how they are doing because of their background-- but rather they should feel empowered for what they have given, will give and continue to give.

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    1. Poor academic performance often leads to diminished expectations, which spread across the board and undermine children’s overall self-esteem.

      I think these diminished expectations are from teachers, peers, parents as well.. not just diminished expectations from the student. The way in which those around them react to their academic performance plays a huge role in self esteem,

    2. Even when low-income parents do everything they can for their children, their limited resources put kids at a huge disadvantage.

      This is really important to highlight because parents are blamed at the surface level for not providing enough for their children, but EVEN when they are just as engaged as other parents-- their income plays a part as a huge disadvantage for children!

    3. the children of professional parents were adding words to their vocabular-ies at about twice the rate of children in welfare families.

      This could also have to do with the fact that professional parents may introduce readiness activities or even read books to their children at a young age.

    4. Children’s vocabulary competence is infl uenced by the mother’s socio-demographic characteristics, personal characteristics, vocabulary, and knowledge of child development

      This is a reminder of the importance of speaking to children in full length sentences in conversations, rather than baby talking them through life!

    5. .• Reduce homework stress by incorporating time for homework in class or right after class.

      This is something that I think should be implemented as a requirement at school! Students do not just come home everyday and have zero responsibilities, they sometimes have to raise their siblings while their parents work! They may even have to pick up a part time job, or whatever it may be. Or, students may not have all of the resources at home to even complete their homework!