ucation has been a significant part of the “American dilemma” described by Myrdal (1944) because equal education has been just as elusive as equal justice, equal voting rights, and equal opportunity in general.
It makes sense that education is the root cause of social inequality. The statement suggests that lack of education then hinders other sections like voting rights. I also think lack of education can caused people to become misinformed as well.
hey saw student failure as their own failure and, consequently, engaged in painful self-critique to determine more appropriate future actions. They never excused students from their responsibilities, and they never let themselves slip into despair—rather, the Socratic project contributed to their hope that they would be more successful next time.
I like this point of view as a student fails the teacher then reflects on what could possibly be done to help the student succeed. I think also realizing the students faults could help prevent them in the future.
Darnell, aneleventh-grade student of one of the effective teachers I have studied, explained that this type of teacher-student relationship forms as the result of pedagogy that prioritizes the humanization
This is an interesting point as typically teachers view students as a person that they are teaching for the academic year. If a teacher begins to humanize the student it can benefit both parties. Both parties are benefitted because they are more inclined to understand one another.
cultivates safe, respectful, and culturally sensitive and responsive learning communitiesestablishes relationships with families and communitiesexpresses their high expectations for students by planning challenging and engaging instructionknows how students learn and is skilled at helping them do so
Reading this section I agree with the statements where under the NCLB Act it indicates that highly qualified teachers as simply meet academic qualifications, however, there is more to just passing standardized tests. The students' describing a highly qualified teacher as cultivating a safe space, establishing relationships, understand how students learn, etc. are all high indicators of a passionate instructor. I believe we should focus on faculty adopting those teaching styles.
What are high school students’ perspectives on the 2001 No Child Left Behind Act’s (NCLB)
It is always interesting reading articles about the No Child Left Behind Act of 2001. I find it interesting as I was able to use this act to move to a better performing school district. I always saw the act as a positive event because of how it impacted me positively, however, I was shocked to realize how much administration despised the act. I can understand their frustrations as it put immense pressure on faculty to perform at a high-achieving level.
A significant feature of many YPARprojects is that they engage participants in multigener-ational collaboratives across explicitly named lines ofdifference—including age, race, gender, social class, andeducation level, among others.
Does this mean they are exposing students to different backgrounds of age, race, gender, social class etc.? I agree that multicultural education does expose these students to different cultural backgrounds, however, I'm not sure why under YPAR?
AR demonstrates the potentialto reinvigorate the field and bolster our efforts to useteaching and learning as a vehicle for simultaneouslyfacilitating the development of academic and interper-sonal skills among students and engaging youth as equalpartners in the struggle for social justice and educationalequity.
This is an interesting take on academics. By taking account student's social inequalities into their education it could possibly help the student. I believe this aspect is important as the student's are able to be seen and eventually become engaged.
Students must have the opportunity to infuse their personal expe-riences into assignments and discussions, and have the confidence and resil-ience to accept thoughtful critique and embrace the experiences of others.
I believe this is very important on student development. By fostering an environment where students are able to bring their experiences to the classroom it will allow for better curriculum understanding. When a subject pertains to the student, the student is more likely to grasp onto the subject.
The categories and programs are uniform, so it is difficult to determine which areas need additional fund-ing. As is evident in Liu's analysis, the reverse should be true. Richer states should not receive more funding because they spend more per student and, conversely, poorer states probably should receive additional funding to help provide extra support for students in need.
This is an interesting point to read, I can see how it may be conflicting to low social economic districts. As low funding in schools coincides with money spending in the capital. If you think about it, it is typically the education system that sets a student up for success therefore, building on high social economic status. If the schools are underfunded then the quality education will reduce, causing the student to stay stuck in a loop.
Understand and practice equitable decision making 2. Understand and respond to neighborhood conditions 3. Reduce class size for school-dependent students (i.e., for students who rely heavily on school for their academic, social, emotional, behavioral, and affective development) 4. Rethink and reform the inflexible, narrowed curriculum
These are solid principles to start with, for example understanding neighborhood conditions coincides with teacher's cultural awareness among students. However, the fourth point may be too broad as it is difficult to change certain curriculum especially when every student has their own learning styles. I can see how a narrow curriculum helps explain the subject further but only to an extent.
yearn for the call that asks about transforming an entire district to embrace, build from, and strengthen the communities it serves while simultaneously building partnerships to foster excellence among students in individual classrooms.
I understand where the author is coming from because changes in a teachers curriculum may not be as effective without proper school funding. With support of the district as well will make the change a school wide initiative rather than a few teachers who want to see change.
As teacher-researchers, we devoted significant time and resources to un-derstanding the nature of youth involvement in popular culture and the ex-tent to which systematic involvement with popular culture in academic settings could facilitate the development of academic skills and critical facul-ties.
As I read the articles from a couple of weeks ago, I've realized the importance of an educator being culturally aware. I think it is also to be aware of pop culture surrounding students so that you can understand the modes of communication. It reminds me of a pass lecture where Barry stated that teachers might see headphones in as rude or obnoxious. However, to the student who might live in urban city, uses the music as an outlet to study.
We also developed vocabulary units and units that prepared students for the SAT and ACT exams as well as the Advanced Placement examinations offered each spring. Furthermore, we placed a premium on academic writing, focusing on expository essays and research reports, and on academic speaking
In my personal opinion I feel the standardized test mainly test students on their test-taking skills. When I attended the bootcamps in high school they would often teach me tips and tricks in how to find the right answer if you do not know what the question is asking. It is interesting to read that they are basing their curriculum in being able to be prepared for the SAT, ACT, or AP exams.
Though critical literacy remained a goal of our pedagogy, we understood that critical literacy also demands a knowledge of and facility with the language of power. It is impossible to critique or refute texts that one does not understand; com-prehension is an important prerequisite for critique
I am a bit confused on the reading? It this mainly a school expressing their priorities in education? To me it seems they are simply repeating the standard they uphold as a school to reassure others. These standards, however, make sense as it is important for students to think critically for standardized tests.
The student is not some empty vessel and the teacher is just going to fill that empty vessel with information. The teacher is also learning from the student—there is a relationship,
I like this ideology because it build further relationship between the student and the teacher. I think my biggest takeaway from college is how important mentorship is when you are a first generation student. Having that guidance from a teacher who is experienced in the college process or how to excel in school is very crucial to a student who has little to no guidance at home.
“The physical structure of school enhances the openness of the school and facilitates communication between students, faculty and administration” (as cited in Ward, 1970).
I can see how the structure of the school can affect overall atmosphere for the students. In my High School it was open where students would eat lunch outside with their friends. It allowed for a breathe of fresh air from being inside classrooms for hours. It is alway interesting to read how they tie the structure of the school to the overall philosophy of diversity the school claims to hold.
With an estimate of 70,000 dropouts in Harlem—the “human waste is appalling,” declared the NYUL—Callender and his colleagues wrote that Harlem Prep “would represent more than quality education. It would become a symbol of educational hope”
It is shocking to see how common it was for students with academic excellence to dropout because of the faulty education system. With the potentials of Harlem Prep Academy, I can see how it will benefit the community. As faculty and administration will be both culturally aware and educated in teaching these students.
Those who reject their basic group identity are incapable of becoming fully function-ing and self-actualized citizens and are more likely to experience political and social alienation.
It sad to read this statement because it can be very true for marginalized citizens. They may feel as if their contribution does not matter as they feel disadvantage in life. It ties in with peoples efforts wanting to pursue higher education in hopes of creating a name for themselves.
12, He Reads at a First-Grade Leve
This goes to show how faulty an education system could be, either within staff or the curriculum itself. It reminds me of how students have different learning styles and simply may not understand the teachers teaching style. This halts them from performing at their best.
Since students of color already experience inequalities in schools at a high rate, the negative outcomes associated with their placement in special education are serious. These outcomes include racial segregation, stigmatization, and group misrepresentation
It is interesting to read students who are excluded from their peers because of class placements. The passage state that since students already experience high inequalities, placing them in special education will only stigmatize them even more. I can see where this is coming from as targeting minorities for needing special assistance will only further stigmatize the group.
refer to a child with disabilities as being "in need of special support" putting the emphasis on environmental needs, whereas in the U.S. most educators use the descriptor, "a child with special needs" which locates the "problem" in the individual child.
I found this statement very interesting since typically kids with special needs are left aside in the education system. It is the parents that have to put in extra effort to seek support for their child. Whereas in other countries, children are a priority and given extra support.
I told my Mom,and she didn’t believe me, I told her laterand she didn’t believe me. I told her two years later and she didn’t believe me” (Ngo, 2022).
It is upsetting to read how parents chose not to acknowledge their child's preference in sexuality. It reminds me of how sometimes people suggest that a child Is too young to know their sexual preference, but do not realize how the child is left unheard. I feel that if parents are more informed on the different sexualities to further hear out their children and learn how to address these situations properly.
Ignoring the issue of sexuality means neglecting to provide LGBTQ students with representations of themselves that enable them to understand themselves, and to provide examples of ways to counter bias and work toward respect for those who initially may not be willing to respect LGBTQ students.
I strongly agree with this statement, the more we bring awareness on the topic the more students are able to educate themselves on the LGBTQ. It is important, especially for students who are wanting to explore but do not have a safe space to speak on the topic.
Consequently, the tendency to blame religion for homopho-bia and transphobia is an oversimplification. Denominations supportive of sexual and gender minorities include the Metropolitan Community Church, Reform Judaism, Hinduism, United Church of Christ, Society of Friends (Quakers), and Unitarianism,
I found this section interesting as it suggests that a religion supporting sexual and gender minorities is known to be blamed for homophobia. It makes me think if it is whether the religion that excludes gender diversities or the people who are the face of the religion?
The only feedback given to a girl was bland and imprecise, with-out direction or information. "Okay" can leave her to wonder, "How am I doing? Is my poem good? Can I make it better? Were you really listen-ing? Do you care? Tell me more, please."
It is interesting to see how boys are criticize more to subtly increase their chances on success. I have never realized it but receiving valuable feedback at a young age will teach the student to always be learning to improve.
Rebecca. But you forgot the rule. You're supposed to raise your hand.
It's upsetting to see how common it is in schools for teachers to punish women students for being less disciplined, where it is deemed normal for male students to be less disciplined. This reminds me of my own middle school experience as I was more likely to get criticized for my opinions rather than my male peers' opinion.
Females lose out, children of color lose out, English language learners are left behind, and shy boys are silenced.
I believe there are pros and cons to this methods as a student may feel excluded being picked on. Although it may push a student out of their comfort zone I feel like it would depend on the school subject. For example in an English class you are told to express yourself and speak in public. In this case it is best to push those students out of their comfort zone.
Just as the constant surveillance experienced by Summer and Angelica mar-ginalizes students by making them feel that they are suspect, the spreading of rumors and shaming are also disciplining mechanisms that ostracize and impact belonging. In particular, during a two-hour group discussion with three Latina/o friends, the stigmatizing and shaming of pregnant students were pervasive.
It upsets me reading these high school experiences as it reminds me of my time in high school. It is insane how quick everyone is to shame students for anything. My high school administrations was quick to give detention or penalize students of color. When they would see a group of latinos gathering they would walk up to them and question them before passing.
Latinas/os lack intellectual and cultural capabilities for academic success to constructions of Latinas as sex objects, these myths are part of larger belief systems maintaining and reproducing social, economic, and political inequality. It is because of the magnitude of these constructions that Patricia Hill Collins (2001) refers to them as “controlling images”.
This is an interesting point how stereotypes can coincide with school performance. Suggesting that latinos lack intellectual capabilities will only deter them from pushing themselves throughout school. Transferring to a school where white and asians were the dominant race, I was often belittled because of my accent. It just goes to show how stereotypes can affect a child's school experience.
For most kids, eating disorders start when they are eleven to thirteen years old. Yet weight concerns can begin at a startlingly young age. Forty-two percent of first-to third-grade girls want to be thinner, and 81 percent of ten-year-olds are afraid of being fat. The number one wish of girls eleven to seventeen years old is to lose weight.2
Its upsetting to see how at such a young age eating disorder begins. It is even worse to think about how a child's body is still no fully developed yet these thoughts start occurring. I remember when I entered college I gained more weight because of how I was developing however I was extremely underweight so people saw it as me gaining body fat. I had to realize that it is normal and accept myself for who I am over time.
It appears that the courses in school aren't really the hardest part about it. And the material taught in classes is probably the least of what is learned within these walls. But what kids learn, is it helping them or pulling them apart? School is more of a war zone-a place to survive
This reminds me of my own high school experience. I was taking honors and AP classes which meant my classes consisted of higher achieving students. I found myself often struggling to ask for help as my peers did not like to help one another. This could have possibly been because they saw everyone as competition.
What I like most about the place is the chance to be with my friends. It's nice to be a part of a group. I don't mean one of the clubs or groups the school runs.
I think this point is interesting as I remember in high school I wasn't as social, however, it was nice to see the small groups of friends I had daily. It was outside curriculums that prepared me most for college, however, I believe the social aspect helped me become more outgoing in college.
There are messages embedded in media and popular culture that prescribe idealized versions of who Asian American girls should be and what they should look like. They negotiate this in-between terrain, which is ‘in a constant state of displacement – an uncomfortable, even alarming feeling’ (Anzaldúa, 2002, p. 1), while carving out a place to belong
I find it insane on how social media and television have created a stereotype that become normalized over time. For example, during the "stop asian hate" movement it was brought to everyones attention how often Asian Americans were over sexualized in movies and shows.
what is called “the language of the day.” Ms. Stewart, who is monolingual, often finds herself asking stu-dents to translate what they say in Spanish for her, an extension of the strategy she uses when
I like this idea of "language of the day" it allows bilingual students a safe space for their native language. It also normalizes the language and greater appreciates those students who are trying to learn English.
Arturo is placed in the group with the lowest reading level. The stories they read are not complex, and the work in the group is mostly about vocabu-lary buildup. Ms. Stewart blames Arturo’s slow prog-ress on his Spanish.
I find it very ironic that the students name is Arturo as it is also my dad's name. This story completely coincides with his experience as he was placed in an ELD class that caused a disadvantage to him. He realized it as he sought out the requirements for higher education and realized that the class would only set him behind.
Miguel watched Pokémon programs on television, cartoons, Nickelodeon, and cook-ing shows and, according to his sister, had learned a lot of English watching them. He was observed autotuning the television with ease to set the TV to turn on for his favorite programs. Although the family had a computer, it was in Gina’s room and she used it for homework. There was no Internet access, and Miguel was not known to use it.
I can see how stressful it is for a migrating child to enter the states without any prior knowledge of the language. I thought it was creative that Miguel adapted to the language by being surrounded by English in his daily activities with shows and video games.
We observed and participated in the activities and took photographs when appropriate. We also learned about other literacy spaces we were not able to observe.
I like how the researchers limited their interactions with the participants to create an overall accurate study. This helps the student be their authentic selves without any feelings of being forced into the study.
investigate both the places outside of school, in their homes and communities, where the two children and their families accessed literacy resources and the formal and informal literacy interactions that they con-structed there. In this way, we hoped to problematize the common privileging of school-centered literacy and education, challenge the discriminatory
I believe it is important in this research study to provide literacy access to the children. This reminds me of when my dad migrated to the states and would read new articles in English to help with his language barriers. Exposure to these resources impact children as they would have no knowledge to to seek it for themselves otherwise.
As a result of their relationships with teachers and counselors, many received assistance with their college applications. Their lesser-achieving counterparts did not experience the same kind of assistance.
Its upsetting to see how a students at home circumstances disables them from getting the most out of their education. Those in high achieving status are more likely to receive guidance from teachers as immigrant often have to deal with little guidance because of at home stressors.
e entered the labor force at the age of 14. A family cleaning business allowed her to bypass the typical hurdles involved in seeking work. How-ever, a grueling work schedule forced her to miss too many days of school.
This coincides with the stereotype that immigrants are low achievers. I would disagree because in this example you can clearly see how Flor had to take the role of an adult and obtain a job at age 14 to provide an income for her family. This affects her education severely as she does not had the freedom to solely focus on her education.
When our study be-gan, our participants had spent at least two-thirds of their lives in their country of origin and spoke a native language other than English upon ar-rival. This study captures the realities of those youth who are contending with the profound changes of moving to a new country, with all that im-plies: culture shock, linguistic disorientation, the loss of old relationships, as well as the excitement of blazing a path to a new horizon.
This reminds me of my dad's experience moving to the states in high school. He faced a severe culture shock as he was bullied for his lack of proper speech. It made me appreciate his sacrifice for leaving his home country to better his and our future.
INTRODUCTION 3 knowledge and, just as important, form perceptions of where they fit in the social reality and cultural imagination of their new nation. Moreover, they learn about their new society not only from official lessons, tests, and field
I thought this point is very interesting as students who immigrate do get their cultural information through schooling. Transitioning to a new country where school occupies most of a students life, it is a given for that student to gain their understanding of the culture through schools.
Free breakfast closed at our school as first period started. She missed breakfast at the shelter because she left before it was served. Neither institution made their meal times flexible so that Denise, who was try-ing to get to school, could get breakfast. But still she showed up and engaged every day.
These programs are very essential to students. I still remember my school in which we would submit our parents income to receive reduced lunch. I would pay only 25 cents for breakfast and it was so helpful since I did not receive allowance from my parents.
No Child Left Behind until eventually we were put into a transformation model for Race to the Top money. Because of these stresses, the administration and teaching staff constantly shifted, and this hurt the student body, which was becoming increas-ingly poor and lower skilled
I've always heard of the No Child Left Behind impacting a teachers teaching in schools because of high demands from the school, however, I never knew what exactly made it difficult. Its upsetting to see the high demands from administration, however, without proper funding its difficult for teachers to show high results.
The evidence shows that class position in-fluences critical aspects of family life: time use, language use, and kin ties. Not all as-pects of family life are affected by social class, and there is variability within class. Still, parents do transmit advantages to their children in patterns that are sufficiently con-sistent and identifiable to be described as a "cultural logic" of childrearing.
This coincides with the past findings from previous readings suggesting that family life is not the only factor that affects social class. It's interesting to see the relationship between findings stating that the schools themselves have huge effect on a students academic success.
ase three, the most intensive research phase of the study, involved home observa-tions of 12 children and their families in the Northeast who had been previously inter-viewed (see Table 1).9 Some themes, such as language use and families'
I like how the studies always create a diverse pool of study subjects. It is interesting to see the differences among the study groups as families tend to have very different dynamics. I also had a question as I'm not too sure what the goal of the study is?
I mentor students by caring for what's best for them and showing interest in their lives. I do this in an attempt to provide my students with the support that I longed for from teachers when I was in school.
This is an interesting view as in my point of view I always thought of teachers being more of a professional relationship. This hindered my ability create deeper connections with my teacher as I wasn't taught in how to have a relationship with my teachers without it being strictly about academics.
me parents don't come to school because of a hectic work or personal schedule that leaves little room for even small changes in routine. Other students may have trouble getting school items signed by a parent or guardian who works long hours or on a night shift. The point is, it can be a mistake for a teacher to make assumptions about a student's circumstances or support system without knowing the situation.
I think this is an important point as it coincides with last weeks reading suggesting that teachers need to have culture awareness to further understand their students. Often teachers subject their student to simply their upbringing, yet fail to realize their own impact in the students.
Maybe growing up around such beauty, you believe you are rich
It is unfortunate to see how poverty levels could define how a student is alienated not just race. As the author was a white student, however, was often bullied because of his social status. It brings up the point how people perceive other people more likable based on what they can benefit off of them. For example, those with higher social status will be more inclined to be around those with higher social status.
I remember wearing my older brother David's suit for my senior pictures. It hung on me like a droopy Halloween king-sized ghost sheet. It was obvious that it was a borrowed suit of clothing.
Being brought up with a family of eight, hand me downs were very common. It was a norm to recycle clothes in my area but in cases of upper class schools I can see how a student could feel alienated not receiving the latest clothes or shoes. This also reminds me of nowadays how children are brought up on material items such as the latest sneakers so I can see how alienation could be more common.
At Halloween I wore overalls and a red plaid shirt with hay coming out of my shirt. A lifeless scarecrow of a child, I was no match for the beautiful cos-tumes purchased at local stores. Over and over and over again, holidays seemed an endless curriculum review of how I couldn't afford what the other children brought to school. My worst school holiday memory by far, though, was Easter
This reminds me of how older people claim our generation is more sensitive than the past generations. However, they failed to realize the exclusion caused by the past generations ideals. For example, when celebrating Mother's Day we know acknowledge those without mothers. I think it is best to rather than empathize with those who do not have parents but to eliminate the standardize norm of an American family. This help those who feel alienated to realize that all family comes in different standards.
Despite wanting to rely on the “anyone-can-lift-themselves-up” mentality, generations of people are not able to “rise above” poverty. Faulty schools, few work opportunities, inadequate health care, a lack of a living wage, geo-graphic isolation, poor child care, and a host of other factors weave together to threaten the chances people in poverty have of getting out
I really liked this point suggesting that there are many factors to a students inability to succeed to their full potential. It eliminates any excuses that students are simply able to get out of their situation when in reality the outside factors of little opportunity makes it extremely difficult for a student to do so.
In applying the “poor” label to a child, teachers may use the label to excuse why some students fail. In this way, teachers can convince themselves that their teaching plays little to no role in students’ academic outcomes. We both have heard in-service teachers lament how little differ-ence they can really make when students are poor and “have no support at home” or have parents who “don’t value education.”
This is an interesting point of view, typically in articles it highlights a child home affecting their educational development, however, it is rare to see it hold the teachers themselves accountable. I like this outlook because in the K-12 school systems there are definitely faults and a main factor could be the lack of proper education from teachers. The curriculum is either not a rigorous or beneficial to a students learning development.
udents from low-income backgrounds are less likely to have access to medical care, which can allow vision, dental, hearing, and other health ailments (including asthma) to go untreated.
This is an interesting point to see how inadequate access to medical care could affect a students cognitive development. I've never though of it this way that behavioral problems could also stem from untreated conditions such as asthma.
Establish a school culture of caring, not of giving up. You can help foster such a culture by speaking respectfully, not conde-scendingly, of and to your student population, and by using positive affi rma-tions, both vocally and through displays and posters.
This is an interesting point as since this point on I've always have a similar mindset of pitting those in unfortunate circumstances. I like the call to action as empathizing rather than pitying because it doesn't limit a students ability to just her situation. Rather, it provides a culture of caring where we can motivate those students for success.
child from getting necessary help; impairments in vision or hearing that go untested, undiagnosed, and untreated; or undiagnosed behavior disorders, such as AD/HD or oppositional personality disord
It's unfortunate how common it is in hispanic households for a child's mental illness to go undiagnosed because of how limited the parents are to resources for adequate medical care. This reminds me of my sister who is current diagnosed with ADD. My family was reluctant in seeking help for my sister, it wasn't until college she actively sought help for a diagnosis.
Urban poverty occurs in metropolitan areas with populations of at least 50,000 people. The urban poor deal with a complex aggregate of chronic and acute stressors (including crowding, violence, and noise) and are dependent on often-inadequate large-city services.
Would LA be considered at urban poverty? This reminds me of my friend who lives in Arizona and was so accustomed to the non crowded areas that when he came down to visit it became a culture shock. He was not used to the crowded spaces and loud noise that at times he felt overstimulated with the city itself.
Th e nuances of the students’ reactions to and interpretations of the social order around them speak to the ideologically formative moment in which high school takes place, where societal orders and mores are being taught but have not yet been internalized as common sense, taken- for- granted truths
Minority populations tend to have a very different high school experience due to the difference to morals and social order taught at home and those taught in the classroom. An example of this is the question of authority which is looked down upon in latino households whereas it is taught to high school students in the English subject classroom.
It was not wrong, he believed, to say that Asian parents pushed their kids: “Th ey’re not satisfi ed [if ] their kids get Bs and Cs. Th ey’re satis-fi ed when their kids go to Harvard.”
A stereotype that does not necessarily have a negative impact but rather improves the chances of success through outworking the population.
n 2002, the passage of the No Child Left Behind Act, with its explicit focus on “closing the achieve-ment gap between high and low performing children, especially minority and non- minority students,”23 testifi ed to the continued centrality and urgency of the issue on a national level.
The resurgence in the push for equal opportunity in the No Child Left Behind Act is a testament to the fact that equal opportunity lies in a proper education.
He recalls racial stereotyping and taunting by white members of his high school baseball team, including painful experiences with their mocking his Chinese name with the word “dong” (slang for penis
This was very upsetting to read how immature offensive comments come off as comedic to his peers. It is also upsetting how they try to imitate Chinese names with such a provocative word. This takes away from the culture behind the name.
This white teacher is missing the point of how disturbing what was in effect cultural mocking can be on a young Asian American. Note too that the presenting child’s work was apparently not critiqued or contextual-ized by the teacher.Ann, a Vietnamese American, recalls an early incident in her life where she was made to feel different. She grew up in the Northeast and endured bullying from a white classmate regarding her Asian features
This reminds me of the previous learning where it suggests that how teacher's lack of culture awareness could lead to furthering stereotypes. In this case, the teach lack in addressing the issue of the stereotype of Taiwanese people. It is dangerous as the young students in the classroom could potentially carry this information and deem it as credible in the future.
White advertisers, cartoonists, and moviemakers commonly portrayed Chinese, Japanese, and other Asian/Pacific Islanders as outsiders or villains, who were often crudely stereo-typed as “inscrutable,” poor at English, criminal, and dangerous.For example, between the early 1900s and the 1940s, hostile visual images and stereotypes of “buck-toothed Japs” were prominent in U.S. media, con-tributing to anti-Japanese and other anti-Asian hostility in the U
It's insane to see racism at a large scale as cartoons and movies subliminally left the audience thinking of Asian Americans as criminal or poor at English. This is detrimental as the race as a whole because stereotypes become continued through these methods of media.
ur interviews indicate that Asian Americans suffer from much discrimination, ranging from subtle to blatant, at the hands of whites. The interviews show that, even after Herculean efforts to conform to the dominant racial hierarchy and to the white framing of them—efforts seeking to
This point is very upsetting as Asian Americans attempt to conform to the dominant culture yet still face discrimination. It made me realize how all races are often subject to discrimination even with their efforts of conformity. It is also surprising to see how educational and economic achievements does not shield them from discrimination as the U.S. prides itself in living the American Dream through those accomplishments.
344 Angela Valenzuela I don't get with the program because then it's doin~ what they [teachers] want for my life. I see 111exica11os who follow the program so they can go to college, get rich, move out of the barrio, and never ret
its upsetting to read this because along with Frank's story there are many Mexican American students with the same feelings that arise in education. It is often a lack of encouragement or motivation that enables a student to fully succeed.
massive student walkout in October 1989, and a number of school reforms sud: as site-based management, little has changed to significantly alter its underachieving profile. Seguin is locked in inertia. Steeped in a logic of technical rationality, schooling centers on questions of
This reminds me of the east LA walkouts which students fought for better education. The walkouts were originally initiated because of the abuse and lack of quality education the students were receiving. It is essential but nit easy for students to fight for quality education.
hey muse also learn about the brilliance the students bring with them "in their blood." Until they appreciate the wonders of the cultures represented before them - and they cannot do chat without extensive study most appropriately begun in college-level courses - they cannot appreciate the potential of those who sit before chem, nor
I love this section, it says that teachers must also learn about the different cultures among students. This will allow greater appreciation for their culture as well as the differences in their mannerism that stems from their culture. It is essential so that common stereotypes are removed with time.
ed prejudices about peo-ple from ethnic groups or classes different from their own. This is partly because teachers have been so conditioned by the larger society's negative stereotypes of cer
This is important point in the passage as it brings up the point in teaching teachers about their underlying prejudices. As teachers may not realize it but these prejudices could affect a students confident and their overall academic career.
do both those tasks, he had become expert at counting money and knowing when or if the local grocer was overcharging. Still, he was unable to complete what appeared ro his teachers to be a simple worksheet. Without teachers having knowledge of his abilities outside of school he was des-tined to be labeled mentally incompetent. This story also exposes how curriculum content is typically presented.
This reminds me of my dads personal experience in high school. When he received his schedule he realized he was put in an ELD class that would set him behind on the path of attending college. His counselor was very reluctant to drop the ELD class because of his accent but fought against it and won. At the time he was also the main caretaker of his family in which enabled him to realize that he is capable of more than what he was told.
White and the regular and special edu-cation classes are disproportionately Black and Hispanic, in the minds of the students who attend those schools, academic success can become part of the "acting White" label some Black students seek to avoid.
This is an interesting point, does that mean that overtime we have develop "white" mannerisms in order to be taken seriously? I can see the passages point as typically seen on show where actors suggests on using a "white voice" when being interviewed. This further emphasizes the association of white being professional.
A young ninth-grade student was sitting in his home-room. A substitute teacher was in charge of the class. Because the ma-jority of students from this school go on to college, she used the free time to ask the students about their college plans. As a substitute she had very limited information about their academic performance, but she offered some suggestions. When she turned to this young man, one of few Black males in the class, she suggested that he consider a com-munity college. She had recommended four-year colleges to the other students. Like Malcolm, this student got the message.
This is a very upsetting portion of the story as Malcoms substitute made the assumption that Malcom has no intention of pursuing higher education. Like the passage says with very limited information, the substitute was speaking on his race to determine whether he seemed fit for higher education.
lt of a new and heightened awareness of the significance of race, the individual begins to grapple with what it means to be a member of a group targeted by racism. Re-search suggests that this focused process of examination of one's racial or ethnic identity may begin as early as middle or junior high sch
Reading this made me open my eyes to how early one the subject of race gets Brough up among black students. It is insane to think that the talks about race slowly gets brought up in their adolescence but becomes most prominent in middle school.
Kira also attended an SAT prep summer program at the high school. "I just felt like I needed a little bit more help to feel more confident, she says. Adding, "In our junior year there were a few people who started bringing their books to study for the SAT in the five minutes between classes. It went a little overboard [laughs].
This reminds me of my own experience as there was a time period of my junior year of high school when my peers would carry their SAT books everywhere they went. I didn't realize the severity of my situation as I ignored their studying by thinking I'll eventually study. This left me at a disadvantage when it was my turn to take the exams.
That said, she also recalls chat she and her brother were occasionally shepherded home by friendly black teachers. Seeking greater safety, the family moved around South Central and southeastern Los Angeles, always in poor, mostly Latino neighborhoods. "We grew up in a com-munity where it was low-income, lots of drugs
This passage reminds me of the experiences my parents endure while moving to the states. They were also bullied by their peers as the language barrier made it very difficult to stand up from themselves. It saddens me to see how they hold resentment to the black community because of their experience from the past.
Santa Ana students are overwhelmingly poor and Latino and heavily Spanish-speaking, whereas Troy students come from ethnically diverse, eco-nomically upscale backgrounds. Mor
I'm a bit confused as to why it's often latino dominated communities that causes a disadvantage in academics? Is it because of the language barrier or rather the quality of the school districts?
Latino immi-grants today make up more than a third of che population (up from only
I find this point very interesting as since coming to Irvine I did make a judgment call that OC is a richer county rather than LA. This was because of the nicer roads and no signs of homelessness. However, I was extremely wrong, with just driving 10 minutes out there is the city of Santa Ana, having the same exact qualities as the cities in LA. It goes to show how this is a statewide problem that could possibly become unnoticed.
Rut the.: relation bc.:rween the individual students and rhe schcx.11 docs nnt simply Jcvelop through one-on-one interactions between children and ,1dults in and out of sclux>I; instead it is mediated by an emerging peer culwrc that develops both in and out of school, from commo
I found this point very interesting as I also am faced with this problem myself. Entering college I have become familiar on building connections between peers and maintaining that bond. However, I do find trouble in building a relationship among adult acquaintences and am now realizing that it was something that could have been taught since early age. I think just having a mentoring relationships could help develop a relationship among young peers and adults.
Thus, whether they were taking the same heterogeneously grouped classes or more adv::inced m::irh :md foreign l::inguage classes, wbite and Asian American ninth graders significantly Q!.ltpeLformcd African American ~1d G_hicano/Latino ninrh grnders in rcrms of overnll GPA.
This is an interesting point, however, Im a bit confused. I'm not sure what is the outside factor that determines GPA scores among students. It's shocking to see that minority students are often faced with a lower GPA status, however, I'm confused on why this is the case? Could it be the lack of mentoring, lack of academic exposure, or lack of motivation?
Zion, a middle-class African American/Latino student, was an exception who managed to jump track. Zion was good in math yet found himself placed in an algebra backup class in ninth grade,
This reminds me of my dad's experience in high school. He would tell me of the struggles of being hispanic with a language barrier because of how often administration would dismiss his intelligence. For example, they would place him in ELD, a course that would affect him in the near future. As he was planning on attending college and this set back would affect his required courses to transfer to college.
Parents have to be an integral part of the mentoring process. They can rein-force the skills students learn at school and provide important information to teachers about the strengths of their sons and daughters.
It is interesting to read how successful student originate from different factors. Parents being one main factor in a students education is not surprising yet essential. I really like how it emphasizes that parents have the ability to mentor student just by pushing the academic mindset onto their children.
She was walking me through the hidden curriculum step-by-step. From her I learned about recommendations, college essays, and making connections.
In a previous reading I commented typically low-income have trouble succeeding in college/high school because of the lack of guidance. This anecdote further emphasizes my point because the student was able to learn about the college setting through simple guidance from his teacher.
compliance is also one aspect of schooling that keeps some students from feeling they can challenge the very structures that repress them. They often feel silenced and alienated from public education at an early age.
This portion stood out to me as it is common within households to not challenge authority. It's a subliminal action that carries onto adulthood. It reminds me if hispanic parents who hold the power to restructure and elect quality education officials to help transform the schools. The thought of not being able to question authority stops the parents from doing such an act.
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 school.
This reminds me of a Professor Rendon under the school of ecology, in which she addresses the issue of low income students who have little to no guidance often doing bad in college. This lack of guidance talked about in the passage resonates with us as a community as most of the time all college preparatory resources are very new.
They tell me they often hang out with other poor students to avoid being reminded of what they simply don't have. Many low-income students do not own cars. They are less likely to dine at off-campus restaurants or to have an entire wardrobe of brand-name clothes.
This really put things in perspective to me as being the youngest sibling resulted in me having an advantage in life compared to my peers. I've never realized the differences among me and my peers until I came to college. In high school I was surrounded by privileged students who all had cars and access to more resources that can be imagined. Once I came to college I realized the barrier low-income students had as I became surrounded by more hispanic friends. It really put things into perspective to me as I saw my friends struggled with the same things I didn't have to which really emphasizes the unfortunate circumstances hispanic households typically share.
Grow-ing up in a single-parent family appears to have particularly detrimental consequences for male children, in part because they receive less attention
I don't particularly agree with this section of the reading as the author emphasizes the detrimental consequences for male children becoming more affect than daughters. I feel like the consequences are more sympathetic tp male children, however, it dismisses the struggles of daughter growing up in a single-parent family.
Parents were racing from activity to activity. In families with more than one child, parents often juggled con-flicts between children's activities ... Because there were so many activities, and because they were accorded so much importance, children's activities determined the schedule for the entire family ...
It is true that middle class families are hectic with their children's daily activities. Unfortunately this is a common factor in hispanic households such as mine. It reminds me of how my parents often struggled going to work and finding a ride from school to home. It was not very simple for my parents to pick us up as we were a 30 minute commute from school to home. With this my parents had me and my sister collide schedules as my sister would end her practice at 5 pm and I was left to go study at the library until 5 pm everyday after school.
, math and reading gaps between high-and low-income children have grown substantially over the past three decades. Data from a recent national study of children who entered kindergarten in the fall of 1998 allow for a more detailed look at income-based gaps as chil-dren progress through school (figure 3.1).
This reminds me of a personal experience as the schools in the Lynwood district did not accurately prepare me in subjects such as math or English. When I transferred to the Torrance School district I was instructed to take an exam to see where I stand academically. The results indicated I was at a 4th grade reading level as a 7th grader. I was extremely embarrassed but as time progressed I now know I wasn't at fault, it had been the schools curriculum that did not prepare for the upper grades of school.
With an income of more than $300,000, Alexander's family was able to spend far more money on Alexander's education, lessons, and other enrichment activities than Anthony's parents could devote to their son's needs.
This reminds me with my own personal high-school experience. Around my senior year of high school I was introduced to the SATs and have no prior knowledge of the importances of the exams. Around this time I would see my peers paying for private tutors or SAT bootcamps to help boost their score. I realized how unfair it was as I was forced to study for an exam that I had no resources for except the free online practice tests. It introduced me to the disadvantages of being a first generation student as I was experiencing the college prep process by myself while my peers had all the best resources.