Education is a complex challenge involving families, schools, educators, policymakers, and global stakeholders. However, this collaborative effort is necessary to ensure students receive a well-rounded education that prepares them for the future. Whether at home or in the classroom, education is a joint effort that requires everyone to play a role.

It is interesting to see the medical term in the context of education. But by labeling students as "poor" and focusing solely on their deficits, teachers and educators may unintentionally intensify the constraints and challenges these students face instead of providing meaningful remedies. It is crucial for them to recognize and disrupt this educational iatrogenesis to support the success of students in poverty.

The separation of "us" and "them" based on socioeconomic status is highly problematic and sets up a difficult boundary for working with teachers and potential teachers. It highlights the need to break down these barriers and recognize the potential in all children, regardless of their background.

The hectic work schedules of parents can have a significant impact on their children's development. Due to a lack of efficient parenting time and communication with their kids, the gap between children and parents can widen, leading to poor academic performance and behavioral problems. This can be especially challenging for working parents who may not have the flexibility to spend as much time with their children as they would like. It seems impossible to those poverty families.

When comparing California to other states, the effects of poverty can vary significantly. While poverty is a prevalent issue across the country, California has some unique challenges due to its large population and high cost of living. The state also has a large immigrant population, which can present additional obstacles for impoverished families. But addressing that poverty didn't really help children who struggle to pursue higher quality and higher level education, which is sad to know.

My reaction to the situation in question is twofold. Firstly, I'm disappointed in Mr. Hawkins for not taking responsibility and failing to address the situation. Secondly, as a parent, I have severe concerns about enrolling my children in an environment where chronic tardiness, lack of motivation, and inappropriate behavior are present. As a parent, it's my responsibility to ensure my children receive the best possible education and support. I would hesitate to enroll them in a school where these issues persist.

Children are sensitive to the judgments and reactions of their peers, and educators should consider the potential consequences of assignments that could create disparities or feelings of inadequacy among students. In addition, if I were a teacher, I would reduce comparisons and expectations, which cause anxiety in a child's self-esteem.

When I was 7, my parents divorced due to my biological father being a gambler with a significant debt, eventually abandoning my mother and me. This was an uncommon situation in China twenty years ago, so I had to pretend that my parents were too busy to drop off or pick me up from school, with my grandpa stepping in to help. I can still recall lying to my peers about my family's true circumstances in order to avoid any judgment or discrimination from them.

In my opinion, a teacher plays a significant role in a child's life. I recall my friends in China sharing their experiences with teachers from elementary and middle school. They complained about teachers who verbally shamed them or used tools to punish them for improper behavior in class, such as whispering during a lecture or not finishing homework on time. Although I never went through similar experiences, I could see the lingering distress on their faces even after almost a decade. These memories show that harsh treatment by teachers can leave lasting emotional scars and disappointment in students.

It's evident from the author's experiences that early interactions with teachers and classmates can significantly impact a person's self-confidence and sense of belonging. These stories demonstrate the importance of teachers showing genuine interest in their students, regardless of their socio-economic background. The story also highlights the crucial role of communication between parents and teachers in fostering a supportive learning environment. It reminds me of that a small gesture of inclusivity can have a long-lasting positive impact on someone's life and that educators should strive to make every student feel valued and connected.

Although I have never experienced poverty as the author described, my studies as a sociology major have given me a deeper understanding of the struggles faced by poor people around the world. Through various resources and documentaries, like Human Flow, I have gained insight into the challenges and complexities of their lives, which has helped me develop empathy and broaden my perspective.

It is surprising that in the video we watched in class, some teachers unknowingly treat "non-white" students differently or exhibit a different attitude towards them.Moreover, the treatment of Black kids by police officers and school staff is deeply concerning. These are unarmed children, and seeing them handcuffed and forcefully put on the ground is appalling. The stereotypes of different races and ethnicities have a negative influence to education.

The article we read earlier this week about Black students sitting together brings to mind the idea that students of the same race and ethnicity often find a sense of belonging and safety within their own group. Regardless of race and ethnicity, individuals should feel included and valued in the United States, a country built on immigration. There should be no place for racism and discrimination among any group, as embracing diversity is essential for creating an inclusive society.

As an Asian American living in the US, I find this situation deeply concerning. It's disheartening to see that racism and discrimination persist severely in our society, even among young children. No child should have to feel ashamed or embarrassed about their cultural heritage, especially when it comes to something as basic as their lunch. It's also alarming that many school systems do not address racist teasing and taunting. I hope that more can be done to create a safe and inclusive environment for all students, regardless of their race or cultural background.

I believe that maintaining self-awareness of one's cultural origin and traditions is important, regardless of an individual's skin color, race, or ethnicity. Embracing diversity is a healthier approach to modern society than assimilation. As an educator or parent, I would not want my students or children to feel like they need to abandon their cultural roots to fit in. It's important to celebrate and appreciate our differences rather than trying to conform to a single, homogenous identity.

I have the same feeling as Brian. I have noticed certain words and gestures being used on social media, despite some high-fashion brands airing commercials that are considered to be examples of Asian racism or contain inappropriate elements. Unfortunately, some younger people or second-generation immigrants may not realize that these words and gestures can be hurtful or offensive.

I believe that depression can arise not only from prejudice and racism that leads to cultural differences, but also from the high expectations that some parents have for their children. For instance, my fitness coach trained two Asian boys who practiced figure skating for six hours a day and were homeschooled. However, when I asked the boys if they loved figure skating, the coach silenced them. It made me wonder if the two boys were pursuing their own dreams or if they were trying to fulfill their parents' expectations.

Overall, Valenzuela argues that schools must become authentically caring institutions to address underachievement, which involves critically examining the existing curriculum and halting resource subtraction from youth. This highlights the need for a shift in educational priorities and practices to address subtractive schooling.

I am uncertain about how long academic resources remain effective and valid in the field of education compared to sociology. While academic resources in sociology are generally considered valid for up to a decade, I noticed citations from the late 19th century in some educational resources, which draws my attention and curiosity.

I believe hosting an international night or marketplace is an effective way for students to learn about each other's cultures and traditions. These types of events are commonly held in schools throughout Southern California, providing an opportunity for parents, students, and teachers to communicate and build a more cohesive campus environment. By promoting intercultural understanding and appreciation, such events can help to foster a more inclusive and welcoming school community.

Examples include Marti's misuse of Standard English, Latino girls' tendency to defer to boys in gender-mixed settings, and Native Americans' prohibition against speaking for others, revealing how cultural and linguistic differences can lead to inappropriate assessments in education. These cultural interactional patterns can lead to misunderstandings and educational difficulties, underscoring the importance of recognizing and valuing cultural differences in educational settings.

In bilingual schools, where students come from diverse backgrounds, it is crucial to recognize and value their linguistic and cultural differences. Teachers should strive to incorporate students' home cultures into their teaching to create a welcoming environment. Moreover, bilingual schools must develop culturally sensitive approaches to address conflicts that may arise between school and community norms.

This paragraph concludes how identity is influenced by various factors such as ethnicity, nationality, and social class, and how people may perceive their identity in relation to others, often influenced by social and historical factors. The example of first-generation Black immigrants from the Caribbean shows how people may use their national origins and ethnic identities to assert power and distance themselves from other groups. Understanding the complex and multifaceted nature of identity is crucial to understanding the intersections of social inequality.

I agree with the challenges faced by Black students in schools where racial status is linked to achievement in most situations and places. In contrast, as a parent, I found the Irvine Unified School District presents a much better situation, where diverse student populations can excel academically and participate in higher-level programs without facing the same social pressures. This inclusive environment enables students to develop their racial-ethnic-cultural identity more healthily and promotes a greater sense of community and belonging.

Understanding racial-ethnic-cultural (REC) identity development in youth of color is important. While it focuses on the experiences of Black children in this part, the concept is equally relevant for Asian immigrants in the U.S., such as me. As these youth navigate their identities, they may also struggle with messages from the dominant culture that might conflict with their own values and upbringing. It is crucial for Asian immigrant families and communities to encourage a positive cultural identity and equip children with the tools to appreciate and embrace their heritage while adapting to their new environment.

After-school clubs and activities foster essential skills such as teamwork, communication, leadership, and time management. These activities also provide valuable networking opportunities, expose students to diverse experiences, and contribute to personal growth. Like Troy High School, it has various clubs and activities offered to students. Participation in extracurricular activities can enhance college applications and future career prospects, giving students a competitive edge in their academic and professional lives and ultimately promoting social mobility.

A child's educational outcomes are heavily influenced by the socioeconomic backgrounds of their classmates, often more so than their own family background. Children from less privileged backgrounds attending schools with affluent peers tend to perform better academically due to children spending more time in school with their peers.

I was upset when I read this part because of those children like Lola and Sofia face challenges due to their unstable family backgrounds. Despite the loving care provided by their grandparents, their upbringing was marred by the drug addiction and criminal activities of their birth parents. This situation emphasizes the importance of providing a stable and nurturing environment for children's education and development. Supportive social networks, community programs, and educational resources can help provide the positive effects of such difficult backgrounds and offer these children a better chance to succeed academically and personally.

It is evident that schools like Troy High School are highly sought-after by parents and institutions like Sage Hill School and Harvard-Westlake. While addressing inequality is essential, it is also worth considering whether high expectations from Asian parents could create stressors within the educational community and cause their children to feel overwhelmed. Balancing high academic standards with the well-being of students is a crucial aspect of fostering a supportive educational environment.

This poem struck me, particularly when I saw "ESL Level 1". As a first-generation immigrant in the U.S., I understand the challenges of being thrust into an entirely new world. Both mental and physical pressures and stresses are everywhere, and it's often difficult to know how or where to begin addressing them. I consider myself fortunate to have started at ESL Level 4 when I arrived in the U.S. In contrast, being at Level 1 in high school can feel isolating. From my perspective, language and cultural barriers faced by immigrant students may require the support of bilingual-specialized teachers and mentors.

I find this chart intriguing because the group with the highest GPA—Asian Americans—did not receive a proportional acceptance rate when applying to colleges based on their higher GPAs. Topics like "controlling the percentage of race" and "the right to education for minority groups" have been widely discussed in mass media. Unfortunately, these long-standing issues of inequality are often manipulated by politicians to control public opinion and further their political agendas, rather than genuinely addressing the problems.

I believe that gatekeepers exist at various critical stages throughout the education process. For example, when UC removed the SAT requirement for applicants, it resulted in a significant decrease in the acceptance rate. Instead of completely eliminating the gatekeeper role of the SAT, it simply shifted it elsewhere, much like placement tests and similar assessments. It's important to inform students that these gatekeepers only govern one path, and alternative options are always available for them to pursue.

I concur with this perspective. Due to varying parental efforts across socio-economic classes, disparities arise in financial resources (private schools, extracurricular activities, travel), family legacies (parents who graduated from top universities), and societal roles. These differences inevitably lead to distinct educational pathways and experiences for children from different backgrounds.

I completely agree with the idea of establishing an activist mentoring culture in schools as a means to address structural inequality. Additionally, promoting relationships between teachers and mentors can help create a supportive environment that promotes growth and encourages students to step out of their comfort zones. This approach can potentially create a great and different educational experience for students and educators.

Social skills and emotional regulation play a critical role in the K-12 education system. Building connections between students and teachers is just as important as fostering peer relationships. As the author suggests, establishing social capital with educators and staff can provide valuable support and guidance, which could help students navigate challenges they may face, particularly for those from underprivileged backgrounds.

Marginalizing students occurs not only due to poverty and race issues but also among peers during social interactions and activities. The terms "good ones" and "bad ones" should never be part of a teacher's vocabulary. This article shows even though the author's mother and grandmother didn't receive higher education, the author still behaved politely, humbly, and achieved good academic performance. Therefore, material poverty isn't necessarily closely associated with a child's development.

I believe that family resources and efforts influence students' academic outcomes and characteristics. However, this is precisely what educators and public schools strive to address—by reducing inequality through teaching and providing students with diverse learning resources. If students can't afford to travel, we bring the world to them right into their schools and classrooms.

I'm not a fan of this competitive approach. In Irvine, there are numerous clubs, such as fencing, golf, figure skating, and more. These clubs persuade Asian parents to invest in their children's participation in sports or activities, claiming that exceptional performance in a particular field can significantly improve their college prospects. "It will help your child get accepted into an Ivy League school," is what I heard from one club owner. But does this put too much pressure and heavy expectation on children? Do they genuinely enjoy or even like these activities? Is this twisted the purpose of education?

Parenting styles remain a popular topic in education. Should parents be strict or adopt a more freestyle approach? It's crucial to pay attention to the mental health of parents, students, and educators, particularly during adolescence. I believe that self-regulation, self-determination, and other positive habits and qualities develop gradually from a young age and are influenced by both parents and schools. Poverty, mental health, and parenting style have a significant connection.

Irvine Unified School District (IUSD) serves as a strong example supporting this perspective. Numerous middle and upper-class families, including my own, relocate or immigrate to the area to benefit from the high-quality education provided by public schools in Irvine. As one of the top school districts in Southern California, IUSD, along with some great private schools nearby, attracts families who invest heavily in their children's education to meet high expectations. Consequently, this situation raises concerns about increased stress and mental health issues among students.

From my experience, children from single-parent families or minority groups tend to be somewhat shy and less confident compared to those from stable households. When I was young, I hesitated to share my family activities, fearing my peers would laugh at me due to my single-parent background. Undoubtedly, family issues can impact a child's psychological well-being, which may, in turn, affect their academic performance.

The quantitative analysis author mentioned about here shows a trend that underscores the importance of addressing socio-economic inequalities to ensure equal educational opportunities for all children. In addition, it supports the opinion that family income impact children's academic performance.

I like how this sentence relates to human biology I read about recently. We as humans tend to think in terms of ideas and thoughts, but ironically the brain we use to create and share those thoughts and ideas is known for understanding only actions. If we are to develop a new habit, or new system, we must physically do it rather than only thinking about it.

The quote is great and all, but still it makes me wonder if challenging students by high standards is really the answer. I believe along with high standards we also need diversity, not only in terms of race, class, and gender, but also in terms of teaching pedagogy. Students tend to have different ways of learning, and providing options in learning methods might be the great answer to improve achievement.

The learning space is often overlooked when discussing critical and sensitive matters like race, gender, and class. As a result, classrooms are often filled with heated debates, reluctant participants, or forced ideas, which highly contribute to discouragement in learning about these topics. Moreover, the teachers also become reluctant to discuss these topics due to the fear of distress and disaster taking over the class.

Oftentimes in a group setting or a community there are always chances of conflict and forceful expression of ideas when discussing the matter of race, sex, and class. Group settings, especially classrooms are filled with people from multiple backgrounds creating differences in ideas and values, which can lead to conflicts. To address such concerns, teachers need to be well-trained to be capable of handling heated situations and access neutral grounds in topics of race, sex, and class.

The statement takes into account, what is often overlooked when discussing changes in teaching systems or pedagogy. It encourages taking change into consideration not only from students’ or school’s perceptions but also from teachers’ perceptions. This can help understand how teachers feel about the change and what they might need, training or lessons, to adapt to the change. Additionally, it could help schools to better implement new systems while also making the teachers qualified enough to work in the new system.

It is true that people in general, be they adults or children, is not poor by choice. But while the children are to the most point helpless and dependent, adults, in general, have the physical ability to make a living through physical labor or similar work. Nevertheless, we also must consider the mental and emotional turmoil of poor people that keeps them in poverty.

This instance in the reading is probably related to how we can improve the performance of poor students in academics. And it takes a good route of discussing poverty as a whole rather than only considering students' performance when dealing with how to improve poor students' academic performance. The improvement of poor students cannot take place simply through changes in teaching methodology and requires improvement in their condition at home and in society to better their learning environment.

As I annotated before for the initial paragraph, "the great equalizer" alone is certainly not enough resource for the ones without economic privilege to gain equal footing or even be able to improve their livelihood. As a result, no matter how much effort are made to improve the quality and reduce the cost of public education, it is not enough to bring equity or equality in society as it is much more deep-rooted than simple educational difference.

Public education is certainly an important means but I do not think public education alone is enough. It provides the population with the knowledge to understand their situation, along with an insight into how they could improve their lives. Nevertheless, the knowledge and insights alone are not enough to magically uplift those without economic privilege as I think society is currently dominated by the higher class who often make biased decisions to favor themselves.