I think situations like this show that systems don't always follow through with the goal they have in mind for children nor maintain the same attention they give to the students such as T.J. The Education Department should hold more accountability and help T.J. even more as the evaluations was not consistent in completion.

This can also be applied to the real world and even job market for adults because companies may seek particular characteristics from employees but it is not always a benefit or flaw of the individual if they possess the opposite feature. Children in school should quickly accept encourage from those who say that life isn't always one distinct path to follow, there are many choices for them.

This is especially true as when I was in the middle school, the demographic of race was apparent in the honors, regular, and other classes although all children were in the same grade. These teacher's, although aimed to help the students who learn slower, shouldn't lessen their expectations and have more empathy for the situations of the students disregarding their appearance and origins.

This concept is something new to me as my interactions with disabled children is seldom. But this goes to show that children should be able to interact with this minority and open their perspective and minds to knowing how to interact with them and normalizing such differences. Again, it is up to the school to gradually lessen the isolation between these two groups so that acceptance and discrimination isn't forced or inacted.

This statement made me think about high schools and institutions who provide education and support for solely disabled children. nonetheless public institutions don't have a much curated program for these students. Which approach for this community is best for them and their development?

Teachers who offer such observations and comments is something that is interesting to me as the schools I went to never did that with students but maybe a few individuals who struggled with keeping up with their peers. Team meetings should be more goal oriented instead of pointing out the flaws and anxieties regarding a child solely.

Student led and initiated movements and groups should be advocated for by the school and even communities themselves. These topics that may be deemed sensitive or in appropriate such as gender identity further puts negative connotation and images around these minorities and further sets schools back from achieving greater diversity and creating a safe environment for students.

In my opinion, this mindset and image for the next generation will start soon as the parents and teachers who grew up in the latter generation have traditional mindsets compared to the youth and young adults who are more open and raised in a diverse community. Nonetheless, the geographic position of individuals have just the same or greater influence on the mindsets of homophobia.

Whenever the public sees news or situations where individuals of this community complain or defend themselves, it is often blamed on their gender, but if a person who is not of color or LBGTQ+ the analysis wouldn't be so. It is even easier for society to point fingers at the minority rather than majority, but as the size of the community is catching up to the the latter, progression is seen as of now.

I wonder how this was implemented in teachers who I assume are adults who may have strong feelings against such rule so if schools are using these guidelines as a threat to their job, then it is wrong to do so. Teachers should be able to be neutral in these situation especially if young children are taught to listen to these figures everyday in the classroom.

School districts nowadays, from what I have seen, provide psychologists who are available to support students and even teachers, but this goes to show that this statement is true in regards to student rights and mental well-being. Such training that the statement mentions is something I am not familiar with and may go to show that these programs should be more normalized.

This issue is very much due to social media and "jokes" that get passed around the internet and real life interactions. The connotation is something that triggers that negative feelings against such people who are gay or lesbian. I think moving along the future, these offensive words can either become almost terms for slurs against the community or become so normalized that it'll lose the offensive meaning behind it.

I believe these conducted studies regarding gender identify won't always be accurate and therefore cannot be solely relied on because gender can be evolving and changing for individuals. Compared to race, for example, gender isn't maintained over the lifetime of a person.

I think the gray area surrounding this concept can be a challenge especially due to the present political situation regarding the binary gender divide. I think the constant attention and legislation of this matter puts more unnecessary eyes on the community, yet should be let alone just as the other demographics in society.

My understanding of this statement is that because the group of LGBTQ share experiences of discrimination, it brings them together like a community to support one another. Talking back and helping each other is not just a defense mechanism but ability to reassure themselves that they are not alone or deemed strange in society.

I find this statement to be especially true as the white demographic is seen as the "default" among the community and that whatever problem that white people cause it is due to external or innate behaviors and not by their family or ethnicity. A book I have been reading shines light on how non-white students have to put in more effort to not be seen as a typical stereotype in the eyes of the education system; this statement supports this because boys can act the same but be blamed on depending on their skin color.

In my opinion, gender inequity is more prevalent that racial inequity because it is very large and broad groups to cover and assimilate with each other. It is the fact that some characteristics of these gender differences are innate and sometimes hard to change the stereotypes or belief of these norms such as a man is stronger than a woman. Even today gender inequity is not brought up as often as the genders in between. Since such topics have not been brought up or challenge, I cannot imagine how a assimilated world of genders would be like.

It is interesting on the dynamics between a classroom that prioritizes comfort than actual academic progression because children believe that learning shouldn't be difficult and that if it is, it is a pain or extremely hard to pass. I believe the way to jump from okay to rigor is to make classrooms more interactive and not feel rigor at all but rather have children have fun, seeing these challenges as a way to show off and develop themselves.

This correlates with the job market right now and how the pay gap for women and men is unfortunately skill very prominent especially because women do not get put on the social ladder and receive raises. It is not normalize that when women do so, it is seen as a great accomplishment and that everyone puts the attention on the fact a women can do it over a man.

I have interacted with such students at a young age and even now in college I see students try to hide from others, which may the product of experiences from an early age. I remember I had a friend who was extremely shy and didn't like to interact at all with a lot of people but now in college she is very social and her style is more pronounced. I believe interaction with people and friends and relationship are the bulk of developing such social skills.

Transparency is especially important from this statements because by holding men accountable and educating them more on women and normalize men being more vulnerable. Even including both men and women in these programs that promote such education can build a healthy environment for people to support each other and understand one another.

It is disappointing to think that a system would kick people out based on their personal situations and not the other way around. I realize how I have never come across programs and foundations that actually help young mothers with their child and academic performance and instead kick them out and find shame in it, especially if the women went through tragic events to get to that point.

There truly is a blueprint for how to act and look in regards to women rather for men because in my opinion society still suffers from seeking women as "decor" against a man to help him look better. Muscular or "bigger" sized women should be normalized not just in sports or such groups but also in the media and society as a whole.

Ethnic and nationality specific programs that help students solely because of their appearance and background can put a disadvantages of those who aren't in these groups and they experience difficulty speaking up or getting help based on their background. Again, I believe it is important to have resources that aren't solely directed to a minority but a shared problem.

This can be viewed as either a push against Americanization or a generational pattern. Now there are more programs and curated foundation aimed to change these attitudes and flip these stereotypes around. This can narrow the achievement gap as talked about before and ultimately diversify the job market and economy.

I completely agree with this as friends and people that girls, specifically, surround themselves with ultimately influence the mindset they have, especially during puberty and the process of finding individuality. The constant need to fit into a standard let alone a friend group can put more pressure on these girls on top of social and academic pressure. It can pose a threat to their mental health and develop into women.

The excuses made to men and reasoning their actions and attitude to "testosterone" should not be why women should listen to them anyway; let alone follow their demands. Men should learn empathy and be given better influences growing up; in my opinion, it is a societal and generational effort to prevent this behavior.

This correlates to the positive reactions public figures receive based on certain looks such as hair, skin color and body type. Especially with a dominate American pop culture and film influence, it is a degrading thing for people to aspire to look like a certain way while throwing away their health.

Aside from physical or visual differences in a group of women, I wonder how physically disabled women deal with such comments or cope with people not categorizing them as women. Is it putting this minority with a broad group or keeping them in a specific tailored group the best method to resolve this social issue?

I think due to social media and various movements of social issues, society is more accepting of differences nowadays. At the same time I believe people try to differentiate themselves as much as possible,, which comes down to looks and style. That being said, it is a relief that these "dilemmas" are gradually being eliminated.

I think this statement comes down to groups of colored and ethnically similar students feeling more familiar and close with each other because of their physical and categorized experiences. If there are programs that specialize in helping these narrow groups of ethnic groups, is this an advantage or disadvantage in helping these students assimilating into their schools and communities?

This statement brings up the generational differences in first generation kids who have drastic experiences, which include homeland wars or legal immigration challenges. This leads me to wonder if there are programs that especially help students help there family immigrate across countries without burdening their school life and mental health.

Identities to me is beginning to become subjective especially because families of different backgrounds are more common than ever and childrens' struggle to find a balance between their culture can pose a more challenging obstacles than perceived compared to singular ethnic families.

After reading about this specific situation, I am curious on how other ethnicities will experience this because American history does include Spanish and Latino history but for other languages, these documents taught in American school might be even more difficult for students to analyze and have interest in.

In the perspective of the teachers and institutions that oversee these children, it should be a indicator that the bilingual demographic of schools have the same or maybe more potential that the students excel better at tests and earn a place in special programs for gifted students.

Is statement due to the America's backward and traditional intention of keeping "white" in the community? Even history and curriculum taught in American schools is very narrow and I believe there should be more global material to nourish the minds of children who grew up in multicultural households.

From a technical perspective, being bilingual put the boys at an advantage at school and going into the job market. Most importantly, nonetheless, speaking their family's mother tongue helps keep their identity have make them more culturally diverse, which furthers their intelligence and understanding of their surroundings.

Analyzing the methods the parents use on the latino boys shines light on ho important resources given my cities and fostering academically driven behavior is in the household. Public libraries, for was a large part in giving the boys a chance to be creative and read books without financial burden and able to be cognitively free right in their community,

I am curious on how government enterprises that oversee these areas, where the demographic differentiation is extremely distinct, allocate resources and their attention. On the other hand, is it rooted by generations or culture? I believe communities and the people in them are very intertwined so poverty rates may to due to such concepts yet solutions can be found in the greater institutions.

Being neglected at school truly affects a student especially at an early age because without guidance or any other outlet to express one's feelings and struggles, these students find other ways to feel better about themselves, usually through what the system deems bad behavior and disruptive. I can tie this with the programs for special and smarter kids because it is similarly favoring a "better" group of students over another.

Although these programs do help foster children to reach their fullest potential, programs that help the children who aren't "gifted or talented" should be prioritized too. I think putting just as more attention to uplift students who may have grew up in households that didn't prioritize education or at a disadvantage will make these children feel more motivated and help them similarly develop their esteem and future.

I recognize that these more traditional parts of America have more disdain towards diversity and seek to keep opportunities away from undocumented students who mostly are colored or haven't had American education. The actions of expanding the gap between these demographic may be the underlying reason why these states are less progressive and economically advanced.

This idea makes me wonder how much of a difference do mothers and fathers have a difference on their child regarding educational influence. Most children are indeed around their mother a lot but a father too can cultivate a child who is "academically oriented and read book". Furthermore, I agree with this statement because the habits and routine of the mother reflect the way their child grows up to be whether it is being academically driven or overall disciplined. Nonetheless influences outside of parental care can have more impact such as school environment or friends.

These few lines are interesting because I think of international schools around the world that cultivate "American-culture" students who are preparing to go to college, for example, in the future and find jobs, which I assume are in America or require workers to speak English. This topic is very much relevant and sensitive today, which goes to show how globalization will be continuous and how the future of it will be unpredictable.

I personally relate to this "hidden curriculum" as a freshman because college does take trial and error to gradually get the rhythm of things such as classroom etiquette or getting used to different methods of teaching each quarter. This also connects with peoples' ability to socialize in order to learn this curriculum because it takes "peers and friends"; this shines light on the population who struggles with socializing and how they learn the hidden curriculum differently over a long time.

The transparency between this scenario is much needed for some people and this reinforces the strong ties that teachers can have between themselves and students who are under their influence five days a week. Such conversations should be normalized and understood by children of poorer families with less opportunity to not only recognize that they are not alone and seek assistance.

Government and academic institutions should put more emphasis on making school lunches, especially public lunches, more nutritious and filling. Such efforts should be put into school located in poorer and rural communities. From my experiences, elementary and middle school lunches were dense bean burritos and wilted celery sticks.

Discipline is also an underestimated advantage to children whose parents have enough time and leisure to set boundaries around things they think might harm the child. On the other hand, lower class parents who are very busy cannot gain the same amount of control over these many factors.

From this summary, it is an advantage that Alexander's parents are using their time to foster his social abilities and hobbies. Parental methods such as this in my opinion is a privilege while to others and the children of this childrearing method can be pressuring put too much attention on the child.

I believe childrearing methods are not socioeconomic related but by generations and external influences. Yes, middle class can have the resources and purchasing power to have an assumed childrearing method but to connect with the other articles, socioeconomic levels cannot be the main determinate in a long-process of raising another human.

Again, teachers are figures apart from parents who have the ability to foster and care for children in a setting that can be more helpful and nourishing for students. In my opinion, encouraging the excitement of learning is important and not making the learning experience something children dread. Teachers are the root of a positive community at school and can create friendly circles around a diverse group of children.

This is still very relevant today where students must find a job to help provide for their family and themselves, which gives them less time to focus on academics and give the impression that they are not doing well intelligently. These scenarios should not let students feel ashamed but instead have them be open about it so that teachers and the school can give them the time and resources to prevent assumed failure because of their status.

Health is common but sometimes overlooked factor in poor households because the inability to afford health foods to nurture children, which influences academic performance and social abilities. Furthermore, healthcare and access to it is limited in poor communities, placing more burdens on students.

It is interesting how children can even determine the socioeconomic differences among themselves compared to skin color and other physical differences. While for the latter factors, it is up to people to change their perspective to accept a physically diverse population, poverty is hidden and can devour a person's impression from within where people dig out information and insecurities.

Familial issues is something that truly can impact a child majorly because it may have the child end up blaming themselves for why they do not have the "normal" structure of a family. Self-esteem and confidence decline if children start assuming that they are not accepted by the community on such occasions such as Father's day.

This particularly sparked an interest regarding what poverty and its affects look like throughout the regions of the US such as the Midwest, South, etc. If the education system is able to gather statistics on common occurrences within poverty that affect children, regions can curate school systems to directly address these issues more head on rather than guessing a vague mission in programs or schools.

I find this statement really interesting because the "victims" of poverty can react differently such as fostering very independent children at an earlier age than their peers or the complete opposite. From a glance, systems would want to group individuals in poverty together in a lower-level class or program, yet -- as the article states -- these children are not the same even though people assume their socioeconomic backgrounds are similar.

I believe this statement can be true and false in different ways because schools can provide more than temporary impacts on a child from food to social interactions everyday in the classroom. My opinion looks to funding programs and afterschool program to either give a child more tutoring, lessons, or a space to be creative and fun with other children who also come from impoverish; such actions can benefit and even health the consequences of poverty.

I am interested more on how teachers should execute this concept of teaching children raised in poverty using empathy rather than pity. In my perspective, I would of course assume that such children will have a hard time learning so I would give them plenty of space of trial and error. If I am assuming correct, lowering expectations doesn't necessarily mean to underestimate the child but rather I would pay more attention on the struggles the child experiences to redevelop their abilities.

Not only are psychological impacts extremely significant in fostering a child's future and heath, but access to health care and general polluting environment in such areas where unstable households are common, especially if caregivers and other resources are expensive and inconvenient to find. Physically polluting aspects will further deteriorate a child's growth and development including affecting their academic performance or social interaction.

I notice how people will work hard enough to move out of their rural hometown, but such opportunities is seldom available in these areas because people wish to escape from it rather than brining it to places where there are little to no jobs or economic growth. I think people should see this as an chance to not only develop a business but encourage an area to grow economically.

This very much relates to me because as a student of a university, which has a reputation of having a large population of asians, this statement does reflect onto this real scenario. For instance, in my humanity courses, I was one of a few asians; given this, I believe that there isn't any harm in instilling a solution to disperse the concentrated demographic of asians in STEM related fields by promoting literature and humanities in high schools and other academic institutions.

Before the internet and social media, which allows culture to circulate to people second handedly, politics was the driving force behind such racist marketing. Whether towards the germans or asians even in regards to misogyny, Americans saw themselves as the "normal" demographic who couldn't be discriminated against.

Especially after the pandemic, people are extremely quick to point a finger at colored demographics whenever there is a event that affects the rest of society. Again, it is very normalized even in popular culture so much so social media can mock other ethnicity without consequence or censorship to protect people who aren't disturb by such online racism.

I also believe that white wealthy families have the resources the "cut corners" to continue generations of children who attend outstanding institutions and have lavish lifestyles. The parents have money for tutoring, coaching, and can pay colleges a large amount of money for them to get into a institutions where they have connections and allow them to take off into the real adult world.

This statement aligns with the previous concepts because Asian were stereotyped as students who always were studying and put time into earning good grades, not particularly in sports. In traditional American culture, white families do prioritize sports in their children and thus cultivating a culture where white people excel in sports than other races. That being said Ann couldn't be recognized as an athlete compared to her white peer.

It is interesting to see how Vietnamese cuisine, and other once looked-down upon foods to be a trend in American/popular culture. This shows that people usually follow the majority and align their values and what they deem to be acceptable with said majority. I especially despise the gentrification of culture foods and the way people market it towards the white demographic.

To add onto this statement, Asian schools do indeed put more pressure on students that in other cultures/countries. Not only do they have to prepare for a several hour exam to get into a good college, but students have less breaks and opportunities compared to -- for example American students. This may be the reason why Asian parents have high expectations: they caring on the culture of academic pressure to their children.

The Asian community is also more prone to ignoring signs of degrading mental health and prioritizing their academic performance over their health; even if their extracurriculars and hobbies present a balanced lifestyle, "parental pressure" can discourage these children who are already doing their best and slip into a degrading mindset. I agree that Asian parents aim to put their children in the best schools but that comes along with extremely demanding goals for such teenagers.

Something else that this statement suggests is the geographic stand point in regards to low-income vs high-income communities where funds given to schools differentiate; therefore, schools may or may not be able to afford such AP/IB programs, especially because each test can costs up to a hundred dollars. These communities further show how isolating demographics have the same performing academics and expectations based on their living standard.

I find it interesting that Tisa provides this response because it may indirectly mean that she has first-handily witness people trying to cut corners to live a comfortable lifestyle. However, to try to escape the "hood" lower- class household must spend a large amount of money and effort to do rather than simply doing illicit acitvities that may appeal to people who cannot afford higher education or believe they aren't capable of a respectable position.

First steps into diversifying the students population is from schools providing language classes, mostly spanish. Gradually, high school then college offer a wider array of cultural and ethnographic materials; nonetheless, the statement supports how students should be exposed to such culture and ethnic literature at a early stage to that the monolingual and english speaking youth do not fall behind.

This reminds me of the mission during the early stage of the New World when Europeans aimed to Christianize Native Americans and demolish the religion and customs of the their culture. The incentive may be similar in the sense that both dominating groups seek to modernize their society.

I think fully relying on a singular person is inevitable for students who finally think they found an outlet to their problems and burdens. The broken trust from this student and teacher relationship is even more harmful because an adult should assumingly be mature enough to empathize and understand a student regardless of differing ideas/background.

Mental health, social behavior, and confidence really does support the foundation of a student's academic achievements and performance, especially in a position like this. It all comes down to if one believes in themselves and if they want to isolate or integrate themselves into a class, which may deem the students as an outlier.

I think issues like this put much more pressure onto young students already, having them contemplate if they are in the wrong or not. The hinders further attention in class and social ability. These barriers, which may exist today, and beginning to be knocked down and the transparency of issues regarding teacher and student connections is greater as children are encouraged to speak up and report such problems.

I am curious on the statistics in the lower-level classes regarding the white demographic and their class, background, and social/mental health. I also wonder what will change if only the minorities in the calculus class had tutoring while the rest did not. It may prove the leading cause of the big gap as students move up the grade levels.

I find that issues like what Manuel experienced is why institutions are providing free tutoring services and are even having students volunteer to help students on different topics. I believe service such as tutoring should indeed be free and taken seriously compared to private tutoring because low-income students should not be underestimated.

I agree with Natay's critiques and understand where her anger is coming from. Attitudes towards learning is less uniform in less challenging courses so, I believe that is why schools put in less effort to find "challenging" teachers and curriculum. I believe reigniting peoples' incentive to learn by giving the same amount of effort that is wanted from students into instructors should be a possible solution.

I can connect this with a personal anecdote that I have gone through in high school because by comparing an AP class to a regular/non-honor class, the demographic of race and class is sadly prominent. Even if most students come from the same area, wealth is concentrated at one area of the town and predominantly white, which reflects more difficult classes: less diverse.

I wonder how children are directly affected by such income supplement, especially when American education up till college is relatively free. Is it having to do with mental health? the relief that money isn't the most worrisome priority?

Parenting is also another important factor in setting the foundation for a child's mental health and social behavior. I feel that if students at a young age who recognize the aren't part of a majority who have both parents present at all times can isolate themselves; thus, leading to the statistics shown in Figure 3.1.

I believe this is the case because richer students already are born with "connections" or deriving confidence for social behavior and healthy mental health from sustained lifestyles their parents are able to afford. Money is inevitably a big factor in determining the social life or how children treat one another in a diverse education setting.