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We should incorporate into our teaching the assets low-income students bring to school. If poor students' resilience, flexibility, and persistence toward a goal is affirmed and integrated into the school culture, students would not drop out at the rate they do
This recommendation emphasizes the importance of a more inclusive and asset-based approach to the educational process. By recognizing the unique strengths of low-income students as part of a school's culture, educational institutions can not only help these students overcome educational challenges, but also build a more supportive and diverse learning environment for all students. This approach not only helps to reduce dropout rates, but also fosters the holistic development of all students.
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Teachers can play a major role in helping students feel engaged and con-nected to their learning communities. First, we need to make the invisible visi-ble-to unveil the hidden curriculum. And more important, we need to encourage students and colleagues to question the legitimacy of the hidden curriculum itself. I was a student who would have benefited from strong academic mentoring. I did not know what I did not know. I was subject to an establishment that did not value what I did know: my resiliency, my outspokenness, and my other strengths.
The hidden curriculum may include biases or assumptions that may disadvantage certain groups of students. By encouraging students and colleagues to question the legitimacy of these hidden curricula, a more open and inclusive learning environment can be fostered to ensure that all students' voices are heard and their needs are met.
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Although I socialized with both Black and White students, I self-identified as "Black." After the name-calling, and after I realized the students who were not compliant and submissive were the ones who were ridiculed, I questioned my friendships with White students.
This passage emphasizes the importance of addressing race and social class in educational settings. Educational institutions need to recognize and address these systemic biases to ensure an equitable and inclusive learning environment for all students. Measures such as increasing diversity training for teachers and administrators and advocating for inclusive policies and practices can help break down such biases and promote a more equitable educational environment.
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The same unease students feel with their more affluent peers can transfer over to their professors. They may not reach out to their professors when they are performing poorly in the class, fearing that they will be judged as lacking in the ability to succeed in schoo
Students of lower economic status may believe that their performance will be viewed as less than competent, and thus be reluctant to communicate with their professors. This communication barrier can prevent them from obtaining the necessary support and guidance, further exacerbating academic performance problems. Such psychological barriers can affect students' long-term educational and career paths
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Without an adult to encourage her to cake algebra, the gateway to college preparatory math and science courses, or to advise her on where she might seek academic support, Chantelle made a decision that is likely to affect her preparation for college and therefore will have bearing in the long term on her opportunities after high school. By taking prealgebra in the ninth grade, Chantelle is all hut ensured that she will be unable to meet the admissions requirements to the UC or California State University (CSU) systems. Given that so much is at stake, it must be recognized that a system of course assignment that allows students to choose which classes to take will invariably work better for some than others. Jennifer's words are equally revealing. Like many of Berkeley High's more affluent, white ninth graders, she did not attend Berke-ley's public school system. In fact, according to school records, some 12 percent of Berkeley High School's class of 2000 attended private
Chantelle's situation is representative of many students who face similar challenges, and it will take a concerted effort on the part of education policymakers, school administrators, and teachers to ensure that every student is able to make the most favorable decisions academically by providing additional resources and support. This includes strengthening career guidance services and implementing more comprehensive academic support systems in schools.
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As the comments from these two student show, some tudent have more information and a clearer sense of how .Lhe school wurks (such as the classes they need to take) than others. In addition, more affluent students like Jennifer can rely on _the resources of their parents ( private tutors and counselor , the
The “wealthier students” mentioned in the article, such as Jennifer, were able to rely on additional resources provided by her parents, such as private tutors and counselors, which helped her better understand and navigate the school system. This reveals how wealth translates into an educational advantage, providing children from affluent families with additional support and opportunities that are not available to other, less well-off students.
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Yeah, because last year I had prealgebra and this year I'm going to take one semester of prealgebra, and then maybe I'll be ready for algebra, hut ifl'm nor, I'm going to take prealgebrn again so I really know what I'm doing. Because, see, my brother, when he came [to Berkeley High], he didn't go to prealgebra. He went to prealgebra in middle school, and then he went to algebra here, and he never went to prealgebra here, so he needed to go to prealgebra this year because it's his last year
Chantelle's decision demonstrates thoughtfulness and self-assessment of her academic abilities. By analyzing her own learning as well as her brother's experience, she made a choice that may be more beneficial to her future academic career. This type of reflection and forward planning is an invaluable skill in learning.
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Harold's mother is as passionate as Garrett's parents about provid-ing what it takes for her children to be successful and happy, but she sees her role as providing food, "clothing and shelter, teaching the difference between right and wrong, and providing comfort."8
Harold's mother was passionate and committed to the care of her children and did her best to provide for their basic needs and education, but was more strapped for material resources than Garrett's family. This suggests that although parents share the same desire to care for and educate their children, differences in economic conditions make their roles and the support they may provide different.
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The study first assessed the children shortly after they began kinder-garten, providing a picture of their skills at the starting line of their for-mal schooling. It shows that children from families in the top 20 percent of the income distribution already outscore children from the bottom 20 percent by 106 points in early literacy
The 106-point gap mentioned in the article highlights the importance of early educational intervention. For children from low-income families, the kindergarten years may be a critical time to close the academic gap.
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It is easy to imagine how the childhood circumstances of these two young men may have shaped their fates. Alexander lived in the suburbs while Anthony lived in the city center. Most of Alexander's suburban neighbors lived in families with incomes above the $125,000 that now sep-arates the richest 20 percent of children from the rest. Anthony Mears's school served pupils from families whose incomes were near or below the $27,000 threshold separating the bottom 20 percent (see figure 2.4)
This passage emphasizes the significant impact that place of residence has on an individual's growth.Alexander and Anthony's place of residence and their family's economic status foreshadowed the vast differences in their educational and social opportunities. The passage challenges readers to think about how their socioeconomic status shapes their personal opportunities and to reflect on whether this status quo is equitable or sustainable.
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Multiculturalism compels educators to recognize the nar-row boundaries that have shaped the way knowledge is shared in the classroom. It forces us all to recognize our complicity in accepting and perpetuating biases of any kind. Students are eager to break through barriers to knowing. They are willing to surrender to the wonder of re-learning and learning ways of knowing that go against the grain
By promoting a more open and inclusive learning process in which educators and students engage together, a broader range of perspectives and understandings can be fostered, thereby enriching the entire educational experience. This model of education not only helps to eliminate prejudice, but also stimulates students' creativity and critical thinking skills, setting them up for future success in a diverse world.
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This gives them both the opportunity to know that diffi-cult experiences may be commou and practice at integrating theory and practice: ways of knowing with habits of being. We practice interrogating habits ofbeing as well as ideas. Through this process we build community.
The paper suggests that education should not only present theoretical knowledge but also integrate it with practical applications. This integration helps students see the relevance of what they are learning to real-world scenarios, which enhances understanding and retention.
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To hear each other (the sound of different voices), to listen to o ne another, is an exercise in recognition. It also ensures that no student remains invisible in the classroom. Some students resent having to make a verbal contribution, and so I bave had to make it clear from the outset that this is a requirement in my classes
This passage emphasizes the importance of hearing different voices in the classroom, not only as a basis for communication, but also as an act of mutual recognition and understanding. By ensuring that every student has the opportunity to speak, teachers can help students feel seen and valued.
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Many professors have con-veyed to me their feeling that the classroom should be a "safe" place; that usually translates to mean that the professor lectures to a group of quiet students who respond only when they are called on. The experience of professors who educate for critica! consciousness indicates that many students, especially students of color, may not feel atall "safe" in what appears to be a neutral setting. It is the absence of a feeling of safety that often pro-motes prolonged silence or lack of student engagement.
Many professors describe the classroom as a “safe” place, which often means that the professor controls the pace of the class and students remain mostly quiet, answering questions only when called upon. This model, while seemingly orderly, may not be conducive to promoting an open and inclusive atmosphere for discussion.
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To share in our efforts at intervention we invited professors from universities around the country to corne and talk-both formally and informally-about the kind of work they were doing aimed at transforming teaching and learning so that a multicultural education would be possible
This passage emphasizes the importance of engaging in discussions by inviting professors from all over the country. This practice promotes the sharing of knowledge and experience in educational reform and allows professors from different backgrounds to exchange their innovative practices in the field of multicultural education.
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Despite the contemporary focus on multiculturalism in our society, particularly in education, there is not nearly enough practica! discussion of ways classroom settings can be trans-formed so that the learning experience is inclusive
This text reflects a broader problem in the field of education: while multiculturalism has become a focal point of educational policies, it remains a challenge to effectively implement these policies to ensure that all students benefit from a diverse educational environment.
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Moreover, the cultural capital that one brings to the collegiate table and then builds while there is often more valuable than the degree itself. The Posse Foundation, which sends traditionally underadmitted students to college in teams, has found a way to combat at least the social isolation and class-based hostilities that poor students often face, as well as to preserve the community cultural capital of the underrepresented group itself. I
The passage begins by noting that even the completion of a university education may not be effective in addressing wealth disparities. This suggests that higher education is not a panacea for economic inequality, especially in terms of clarity and immediacy. Secondly the Posse Foundation mentioned in the text effectively mitigates the social isolation and class hostility that these students may encounter on campus by sending them to college in groups of students who traditionally have less access.
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Why are people poor? Most notably, why do the same groups of people te~d to endure poverty from generation to generation? And ultimately, why do chil-dren of the poor predictably perform poorly in public schools? As noted earlier, a historicized and contextualized view points to several factors, including the by-products of imperialism, colonialism, capitalism, and racism. Bourdieu's cul-tural and social reproduction theories, alongside the Marxist "correspoocle~ce principle," just to name a few critical tools, help provide answers to our queries.
I feel that there are some historical and cultural factors identified in this passage, factors such as imperialism, colonialism, capitalism and racism, as historical legacies that have a profound impact on poverty in the current social fabric. These factors not only shape interactions at the economic and social levels, but also exacerbate the marginalization of certain communities and groups.
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What scores of students-well-meaning educators, all-fail to realize is that public education does not serve its intended function as the great equal-izer. Quite contrarily, schools actually structure inequality (gasp!) in insidiously subtle ways.
I think the passage's clever use of the interjection “gasp!” adds dramatic emphasis to this statement, showing how the school system subtly and covertly fosters and maintains inequality in ways that are shocking and difficult to detect.
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ann chided the economic elite for shirking obligations to their fellow man by favoring private education over common schools.
Mann proposes public education as a “great equalizer”, a concept that sees education as the most powerful tool for advancing universal justice and challenging privilege and great inequality. I think this shows that he sees education as a way of countering the inherent socio-economic disparities by offering the possibility of upward mobility for all.
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► 16 THE GREAT EQUALIZER? Poverty, Reproduction, and How Schools Structure Inequality Taharee A. Jackson Horace Mann was on to something. When he witnessed an angry street riot in New England, his conviction that "the educated, the wealthy, the intelligent" had gone morally astray by abandoning the public was fortified {Johnson, 2002, p. 79)
Horace Mann was a pioneer of educational reform in the United States, and his passion for public education stemmed from a deep concern for social injustice and moral degradation. This quote emphasizes his belief that it is immoral for social elites to abandon their commitment to the public good and reflects his belief in education as a tool for social equality.
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The American dream is egalitarian at the starting point in the "race of life," but not at the end.
In the ideal, everyone starts from the same starting line and has the opportunity to achieve success through individual effort and talent. This notion is a cornerstone of the American dream, which emphasizes that everyone, regardless of origin, has the opportunity to realize his or her potential. This is reflected in education, employment opportunities and the wide range of opportunities available for the pursuit of happiness.
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t holds each person responsible for achieving his or her own dreams, while generating shared values and behaviors needed to persuade Americans that they have a real chance to achieve them
I think the American Dream in this quote emphasizes the importance of individual responsibility and collective values, which is especially important in the education system because it develops both individual competence and social responsibility.
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here is nothing wrong with America that cannot be cured by what is right with Americ
As an international student I don't know much about the state of education in the U.S. but through this optimistic viewpoint I can feel inspired that students and citizens believe that through hard work they can improve the situation.
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We have a great national opportunity-to ensure that every child, in every school, is challenged by high standards, ... to build a culture of achievement that matches the optimism and aspirations of our country.
The “high standards” and “culture of achievement” here reflect the core values of education for realizing the American dream. This idealism demonstrates the positive expectations that policymakers have for education, but it also hints at the potential pressures on the system to help every child succeed.
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