The more I think I know...

Inquiry Project Introduction

2009-05-11T03:46:00.001-07:00

A “community” is defined in Merriam-Webster’s Dictionary as “an interacting population of various kinds of individuals in a common location or as a group of people with a common characteristic or interest living together within a larger society”. Central to its definition is a social component of the individuals living in the community, and the relationships between them. These relationships stem from similarities and differences in culture, social class and socioeconomic status, along with privilege, need and availability of resources. This paper explores the impact of culture (in terms of ethnicities) within a community and social class on students. We will be identifying social and cultural influences noted in our observations and interviews with students of two Newark High Schools: West Side High School and East Side High School. Each school is located in different sections of Newark, and is demographically diverse. Each population within the communities has affordances that differ between them. Our goal is to draw connections between our observations, prior research and knowledge, and resources suggested in this course in relation to our topic.

We chose to make observations in these communities because we wanted to choose areas of Newark that were demographically different. Ideally, we would want to explore all of Newark’s Wards and expand the scope of our horizons in order to collect more data for the topic we address in this paper, however, time constraints and other academic commitments prevent us from doing so.

Self Assessment

2009-05-11T03:44:00.001-07:00

This semester was an eye opener for me. In the scope of this course, I have learned that my presumptions and lack of knowledge or experience will hinder me from gaining a full understanding of the community and residents of the community that I will work in. Now I can say that I am more prepared to enter the schools, knowing all that I have learned about the demographics, financial and situations and education level of many of the parents, and administrative investment that the City of Newark has in its schools. I have a better understanding of the policies that govern the institutions, as well as the bureaucratic process that takes place.

I have also learned that teaching, regardless of where I teach, is going to be challenging. I will have encounters with students and parents that will not always go according to plan or protocol. I will have to be a quick thinker and make sound decisions fast. I cannot rely on the fact that I am African American and working with African American students to be a determining factor on how well I will connect with the students. I have to win their trust and respect just like any other teacher, regardless of their race.

The texts for the class were as informative as the observations I made for the project. The Fruchter text familiarized me of the NCLB law, and other policies that govern the schools. The Lareau book prepared me for the social implications to identify during my observations, as well as gave me a new perspective on the differences between middle and low class families. The Schultz book was encouraging for me as a new teacher, and gave me the hope that I can be creative and free to try new things with my students that motivate them to learn and find school to be exciting.

I look forward to teaching in an urban school, and feel that what I have learned will be beneficial for how I make decisions and perceive the students that I work with. I will try my best to keep a positive attitude about them, believing that they want to learn and need to be motivated to do so. I will not allow the apathy of other teachers to alter my attitude on teaching. Overall, I am excited and more prepared to enter the classroom.

Abstract and Final Summary of Findings

2009-05-11T03:17:00.001-07:00

Title: The Impact of Social Status and Culture on Students

The purpose of this research was to explore the affect of social and cultural influences on students. We interviewed three students and make observations of the community surrounding East Side and West Side High Schools in Newark, NJ. We compared our data to that of prior research and observations. Our analysis revealed the educational experience of students is impacted by their social status, but not necessarily their cultural background. Our data presents information that supports the findings of prior research that suggests that these factors can impact learning.

This inquiry project has taught me a lot about the community I live in. Prior to investigating my topic, I was ignorant of the impact of culture and social status on students in Newark. In fact, prior to this class, I was unfamiliar with public education as a whole. Throughout the course of the semester, I have learned a lot about my own perceptions and how they can and will affect my career as a teacher. The Frames of Reference assignment earlier in the semester prepared me for recognizing my own presumptions about the community, and how they could affect my perception and interpretation of my observations. While making notes, I was cognizant of my presumptions and tried my best to take note of what I saw rather than what I interpret of what I saw.

After reviewing the data collected from interviewing the students, we concluded that culture does not directly affect the education of the students, but rather the family values that their parents instill in them promotes them to make choices about their education. We observed that where the students lived, their cultural background, and gender were not related to their social networks or educational values. Instead, their perception of education is derived from what is taught at home and/or their parents past experience in pursuing an education.

What I'm Learning in the Process

2009-05-11T03:08:00.001-07:00

My inquiry question addresses culture and social implications on education. So far, we have identified the demographics of the East and West Wards of Newark by conducting internet research and by walking around the area. Culturally, the two Wards are drastically different. The East Ward is predominately Latino, and has a lot of restaurants that are reflective of the different ethnic backgrounds. Driving through the streets, you can hear Latino music or smell the aromas of Latin spices in the air. The businesses are owned by people of these Latino ethnicities.

The West Ward is predominately African American, as observed by the people walking the streets and in the stores near West Side High School. Around the school, there are some stores that are owned by African Americans, however they are outnumbered by the amount of Chinese, Arabic, and other ethnic-owned businesses.
Visiting the Recreation Centers from both Wards left me with the idea that there was a greater interest in community in the East Ward than in the West. The Center in the East Ward appeared cleaner, brighter, and more modern than the one in the West Ward. There were also students at this Center when we arrived, whereas there were none at the Center in the West Ward.

At this point, I cannot draw major conclusions about how this shapes my understanding of public education, however, from my online research of the two schools I can make assumptions about the investment in them. On the City of Newark website there are links for all of the schools in each Ward. When I clicked on the link for East Side High School, I was directed to the school’s website. The website is very elaborate: filled with pictures, current information, and appears to be user-friendly for both parents and students. The link for West Side High School directed me to Vailsburg Middle School, and was obviously not working properly. I searched for the school using Google, and was able to locate the website. The quality of the website for West Side was very different from that of East Side High. The website appeared to be very basic, only containing few pictures, having old information and was not as user-friendly.

From what I observed on the websites, I was led to believe that there was a greater investment of time, effort, and money spent on the East Side High website. Overall, there seemed to be a greater investment in the East Ward, and there appeared to be a greater appreciation and interest for the quality of living there. In contrast, the West Ward lacked in appearance and representation, and led me to believe that there was less interest and investment than in the East.

Newark Spanish-only GED testing center

2009-05-05T20:53:00.000-07:00

Source: http://www.nj.com/news/index.ssf/2009/05/newark_spanishonly_ged_testing.html#more

La Casa de Don Pedro, located in Newark, will be the state's first Spanish only testing site for taking the GEDs. This is very exciting news for persons and family members of people who would like to obtain a GED and continue into higher education or have the opportunity to get a better job.

It presents mixed views though. Some feel that one of the qualities that characterizes an individual as being ready to move up in the U.S. job market is the ability to speak English fluently. They feel that by administering the test in another language other than English, it sends the wrong message.

What are my views on it? I'm glad you asked! Personally, after viewing the pros and cons of this issue, I would have to say that I see both sides as being equally important, however I agree with those who feel that non-English speakers should be afforded the opportunity to obtain there GED. A high school diploma or GED is essential for the upward mobility of an individual, and as long as you are a citizen of this country, I feel that you should be afforded the opportunity to receive one. Why would we accept someone into our country as a legal citizen and then prevent them from being financially or educationally successful by hindering their education? Who knows, perhaps someone from another country can introduce new avenues of a particular subject that an American could have never seen. As diverse America claims to be, we continue to have very discriminatory policies. This too must change. If we are the land of opportunity, this should hold true for everyone.

New budget cuts for NJ After 3 program

2009-05-05T20:22:00.000-07:00

Source: http://www.nj.com/news/index.ssf/2009/05/nj_afterschool_programs_could.html#more

The New Jersey After 3 program is a non-profit organization that funds the YMCA, Boys and Girls Clubs, and several other programs that provide extracurricular activities to NJ school aged children. The recent state budget cuts now call for a 4% decrease in the organization's $17.4 million budget, and tell them to seek funding else where. Programs funded by this organization has provided outlets for children to go after school to get tutoring, play games, engage in activities of their choice, meet new friends, hang out, and most importantly, stay off the streets.

Furthermore, this organization has afforded children with the opportunity to engage in quality, organized extracurricular activities at an inexpensive rate. These children can now participate in many of the activities that children in more affluent communities participate in. The budget cuts translate into a decrease in administrative costs and in the number of children that the programs can service.

After school programs have been found to be very beneficial to children,even at an age as young as three years old. "A 2007 study led by a California researcher found children in after-school programs scored significantly higher on math tests, had better social skills and stronger work habits."

I found this particularly interesting to me because I am a supporter of extracurricular programs such as the Boys and Girls Club and the YMCA. As important as these programs are for the development and growth of young children, they are underfunded, understaffed, and underrepresented. The statistics show that they aid in the social and educational development of a child, and only leads me to wonder if this is seen as a matter of importance to the people in policy who decide where funding gets cut. How does one decide on where funding gets removed and to what extent? And if it works (if the attendance and demand for it is high) why place it in jeopardy?

Bringing it home to Essex County

2009-04-20T07:28:00.000-07:00

2. Turn to the NJRCL report and pay specific attention to the information provided about Essex County, and the concerns, challenges, and recommendations in the report. Review the six families in Unequal Childhoods, and make connections between the NJRCL report and the realities these families might face if they lived in Essex County, NJ.

Based upon the level of Annual Self-Sufficiency wages in the NJRCL report, Essex County has a wage range of about $39,300 - $40,500. I interpret this to mean that any income at this amount of higher means that a family of one adult and one preschooler can be self sustained and without any public assistance. Based on this information, the Tallinger, Williams, Marshall, and Handlon families would be able to live in Essex County without public assistance. These families would also be able to sustain themselves in several of the other counties in NJ, including Middlesex and Union. Their income would be sufficient to support the current lifestyles that they live, while allowing them to remain financially stable. The other families would not be able to survive in this financial environment. As the report states in the introduction, “New Jersey’s high median income translates to elevated prices for basic necessities that burden lower income residents.” In a nutshell, those families that have high incomes can afford to live luxurious lifestyles, but the poorer families suffer for it because they cannot afford the same luxuries. And even in the case of the basic necessities such as housing, child care, food, transportation, health insurance, taxes, and other essentials, the poor families still cannot survive with an income lower than $38K, which translates to only about $20 an hour. Many of the poor families in the text also have more than one child and or have several people living in the household with them. That further decreases their chances of sustaining in that financial climate.

3. Look at the two reports from the LSNJ on living in poverty. What further information can you glean from the reports regarding the struggles the poor families in Unequal Childhoods might face if they lived in NJ?

The poverty line for NJ according to the LSNJ report is $17K. At this amount, the Taylor’s would just be making ends meet, while the Brindle’s and the McAllister’s would not be able to survive financially without public assistance. In the case of the Taylors, whose annual income is $20K, only the bare necessities would be met, but that leaves little to no money for leisure items or other essentials, including clothing, shoes and telephones. The other two families would be considered poor and would need public assistance to meet even the most basic needs. All three families would suffer in Essex County because their income is out of the wage range for self sufficiency. They would all be forced to seek help from the government, along with enroll their children in public education.

4. Finally, turn inward and think about who you are as a budding urban educator. In what ways is this information useful (or not) for you? In terms of better understanding a community? What do you need to learn, or what skills and dispositions (frames of mind) do you need to develop related to demographics and economics to be a successful urban educator?

As an up and coming educator in Essex County schools, this information translates into one statement that I know to be true: People with higher incomes reap the benefits of having money to be flexible in their spending, while poor people have to take what they are given. Income determines almost every outcome in someone’s life, and in the case of education, what type of education they can afford is critical to the quality of education they will receive.

Interpreting this information was a true eye opener for me because I live in Essex and in the same environment that my students will be coming from, yet I a middle-class, financially stable household where finances are seldom an issue. As an educator, I have to be mindful that every student that walks into my classroom has a different economic background. Some of their parents can afford to live comfortably in Essex, and are able to afford computers, tutoring, afterschool programs, and other affordances that ease an individual’s learning experience. Students who are unable to afford these and other essentials will lack in their experience. I have to be mindful because I have a responsibility to educate my students regardless of their affordances or the lack thereof. I also have to keep them motivated to learn and challenged enough so they do not become complacent.

Final Project Details

2009-03-30T16:19:00.001-07:00

Final Project
Exploring the impact of community cultural differences and social inequalities on education
We are going to identify social inequalities and cultural differences via survey and short interviews. The questions will address topics surrounding student cultural background, household relations, educational apathy, parent or guardian reinforcement and interest, along with evidence of extracurricular activities and programs offered to the students or that they participate in regularly. We will survey students, parents, and administrators. Our population will consist of a minimum 200 students, randomly selected based on their willingness to participate. We will survey 10 students from each grade (9-12) in 5 different public schools, one from each ward of Newark.

We will present our data in tabular and graph form.

Community Assessment

On our walk through the different communities, we will look for evidence of local parks and extracurricular facilities within a 5-mile radius of the schools. These facilities include Boys and Girls Clubs, YMCAs and recreational facilities. In addition to the educational and recreational affordances, we will identify community businesses other institutions that help shape the cultural establishment of the students that live in these communities.

Student Survey

What type of household do you live in?
 1 parent/guardian household
 2 parent/guardian household
 1 parent/guardian household with grandparent(s)
 2 parent/guardian household with grandparent(s)

What type of student do you consider yourself to be?
 A student
 B student
 C student
 D student
 F student

What is your religious background?
 Christian
 Muslim
 Roman Catholic
 Jewish
 Other
 None

Did you or your immediate family (parents, siblings) immigrate to this country? Yes or No

If any, list all extracurricular activities that you are involved in on a regular basis.
Academic:

Nonacademic:

Were these extracurricular activies suggested by your parents or did you choose participate in them on your own?

What is the highest level of education achieved by your parent(s)?
 Elementary school
 Some High School
 High School Diploma
 Some College
 Associates Degree
 Bachelor's Degree
 Master's Degree or higher

Are you most likely to complete homework at school or at home?

Are you punished if you are not living up to any educational standards set forth by your parents or guardian?

Does someone in your household help you with your homework? Circle Yes or No

Briefly explain your parent(s)/guardian(s) views on education.

Do you live an area where there is a lot of drug and gang violence? Yes or No

Do you notice any community differences between where you live and where your friends live? Explain briefly.

Are there any parks or recreation centers available for use in your neighborhood? If yes, are they in good condition and do you use them?

Teacher Survey

How often do your students complete their homework?
 Always
 Sometimes
 Never

Do you notice any consistent patterns of student apathy if so check below:
 Tired
 Angry
 Sluggish
 Inattentive
 Other

Rate parent involvement and interest from 1 to 5.
(1 being the least interested and involved)

How are your student’s attitudes toward you? Rate from 1 to 5
(1 being the least respectful)

Are there any academic changes after warning notices are distributed? Briefly explain.

Please list any extracurricular activities offered by the school for the students to participate in.

Is homework help provided for students after school?
Circle yes or no

Are computer labs available for students after school?

Annotated Bibliography

2009-03-24T03:06:00.000-07:00

Educational Investment, Family Context, and Children's Math and Reading Growt...
Jacob E. Cheadle

This article examines the role that families play in disparities in achievement once children enter elementary school. It follows Lareau’s research to take a closer examination of concerted cultivation and its impact on the child’s educational and social growth. It also pays close attention to parents’ educational investments, and their impact on their child’s education. Cheadle uses the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 to assess the impact of concerted cultivation on children’s math and reading assessment through third grade. There is also an extensive literary review concerning academic achievement, concerted cultivation, socioeconomic background, race, and the black-white achievement gap. Lastly, there is an investigation of the impact of concerted cultivation once socioeconomic status is controlled.

This article will be influential for my research because it will allow me to gain a better understanding of the social capital theory of being privileged due to familiar connections and exposure to situations that promote the continuation of class differences in the realm of education.

Sociology of Education; Jan 2008; 81, 1; ProQuest Education Journals

Participation in Youth Programs as a Catalyst for Negotiation
of Family Autonomy with Connection
Reed W. Larson • Nickki Pearce • Patrick J. Sullivan • Robin L. Jarrett

Research examines the role that adolescents’ participation in youth programs plays in adolescent-parent negotiations. Observations of self reliance in the youth programs can lead to changes in adolescent-parent relationships that provide youth greater family autonomy with connection. Study followed 12 high school aged programs.

J Youth Adolescence (2007) 36:31–45

Escaping Poverty and Securing Middle Class Status: How Race and Socioeconomic Status Shape Mobility Prospects for African Americans During the Transition to Adulthood
Cecily R. Hardaway & Vonnie C. McLoyd

Article identifies linkages between individual, community, family and structural factors related to social mobility for African Americans during the transition to adulthood. Includes factors of racism, classism, involvement in extracurricular activities, and wealth and racial inequality. Also summarizes directions for future research involving social mobility.

J Youth Adolescence (2009) 38:242–256

Community Influences on E/BD Student Achievement
Na’im Madyun & Moosung Lee

Research explores the impact of neighborhood crime rates and individual achievement for students, including those who are emotionally or behaviorally disordered. The method included a large sample study, and encompassed students with different learning abilities. The main theory driving this study is social theory.

Education and Urban Society 2008; 40; 307

Social Capital and Disparities in Canadian Youth’s Mathematics Achievement
Cherylynn Bassani

Article examines main arguments of social capital theory to investigate mathematics achievement gaps amongst Canadian youth. Relationships between family structure and some measures of school social and human capital in schools were found to be significant. Research tests the foundational social capital theory that the groups that youth are involved in are interconnected, and this interconnection can either be positive or negative for them. Article also identifies US social capital theory in great detail.

Canadian Journal of Education 31, 3 (2008): 727‐760

Reexamining Social Class Differences in the Availability and the Social Utility of Parental Social Capital
Robert K. Ream & Gregory J. Palardy

The authors of this article use survey data to provide evidence of social class inequality in education. They examine whether certain forms of parental social capital create educational advantages for socioeconomically privileged students when compared to their less economically fortunate peers. They ask whether “who you know” should be considered a resource that influences student performance, and if so, whether the impact differs by social class.

American Educational Research Journal 45, 2 (2008): 238-273

Inquiry Project Question Ideas

2009-03-01T21:23:00.000-08:00

#1 So far in our class, we have spent a great deal of time exploring different external and internal factors that impact urban education. In my opinion, many of the external factors, such as policy, media, poverty, power and authority (or the lack there of), exist because of personal or social internal factors that people hold to be truths. This leads me to want to explore issues surrounding perception. In particular, I wish to examine if and why there are differences in how students are treated in schools or in local stores, or by people in the community based on their appearance and language. Fashion, as we know, plays a major role in developing an impression. Are students who dress in uniform treated differently than students who wear street clothes? Are there any treatment differences between the "preppy" style of dressing versus the "street" or "punk rocker" dressing style? What about hair styles and color? Are their any disparities in treatment due to speech and accent? How are these students received by business owners, employees, and residents of the community?

#2 Aside from perception, I also view another important topic as worth examining. I am curious as to the student and parent awareness of the resources made available to the students. Are all students, regardless of the location of their school, made aware of any opportunities that will enhance their educational experience or knowledge base or are the resources limited to the more affluent schools. What roles do the guidance counselors play and are they effective? My assumption is that in schools where teachers are ill prepared or there is a shortage of teachers, awareness of education enhancement opportunities is last on the list

#3 Explore ideas of concerted cultivation vs. natural growth in an urban community

Lareau identifies differences between two distinct social and economical communities. I want to explore evidence of them within an urban community (Newark).

Basis for argument of existence:
Newark is separated into Wards, of which many different socioeconomic families exist. I want to look at the schools, businesses, and environment (parks, institutions, etc.) that influence the cultural establishment of the students that live in these communities. Is there evidence of cultural and social inequality amongst the students?
Many students from one part of Newark attend schools in other areas and districts. Does evidence appear there? Are there noticeable differences amongst the students? Parent involvement and participation? Teachers and leadership?
How about in communities, such as the Central Ward, where public and private schools exist within the same vicinity? How do the students view themselves as compared to their “richer” counterparts? What do they feel they lack? What is the evidence, if any, for inadequacy in these communities that fails to address the idea that “central institutions in the society, such as schools, which firmly and decisively promote strategies of concerted cultivation in child rearing.” “It is these class differences and how they are enacted in family life and child rearing that shape the way children view themselves in relation to the rest of the world.”
I will also explore evidence of language usage differences, organization of daily activities, and interactions between families and institutions (in a similar fashion to Lareau’s study).

My Culture Blog

2009-02-22T06:22:00.000-08:00

I understand culture to be defined as the behaviors and beliefs that characterize who I am as an individual. The behaviors and beliefs I possess come from a variety of sources, including my ethnicity, race, sexuality, gender, class, language and religion. Everything from my speech patterns, accent, and the language I speak with associates me with where I am from, which influences one’s perception of who I am. I am the way I am, and think the way I do because of the roles these factors have played in my life. Furthermore, my core values and principles that support what I stand for are influenced by these factors.
As a young, African American female growing up in the urban city East Orange, I was raised to be aware of the pros and cons of being Black and from an urban environment, yet taught not to focus on them as determining factors of my outcome as an individual. I attended schools whose students, faculty, and staff were predominately Black, particularly of West Indian or American decent. Most of my teachers were women, except for the Computer Science, Gym, and Spanish teachers, who were males. Consequently, in my early education years, my only examples of teachers where of those that I had seen in the classrooms I sat in: women. Until I went to college, I had never sat in a classroom where students were anything other than Black. This presented a shocking reality for me as I had to adapt to a new surrounding. For the first time, I had to interact socially and academically with someone from another race. For the first year of my college education, I subconsciously blocked out people who weren’t Black. I would pass by them on campus, but never acknowledge them unless I was familiar with them from class. On the other hand, I could recognize almost every Black person who lived on campus, even if I did not know their name. It was not until that summer when I became a Peer Leader for the Office of New Student Experience that I began to become more socially aware of my diverse surroundings. As a Peer Leader, I had to be sensitive to different cultures and ethnicities.
In primary and secondary school, diversity was never a topic of discussion. I honestly can not recall a conversation about being socially aware of people of different ethnicities and cultures until I went to college. Consequently, I never had an interest in being in a diverse environment until I applied for college. Up until this point, I was comfortable being around people who looked like me. When the time came to apply for college, I decided not to apply to predominately Black schools, such as Howard or other Historically Black Colleges, because I wanted to broaden my perspective of how I viewed society. I knew that there was more to it than what I was already exposed to and I wanted to attend a school that demographically represented what the real world looked like. Montclair State was the perfect choice for what I was looking for. In fact, I was now one of the few Blacks in the classroom; And as the courses got more specific to my major, the number of Blacks reduced significantly. This was a new experience for me, but it was what I needed to break out of my comfort zone.
I was always aware that classism existed, that there were rich and poor, but it was not until college that I was exposed to clear cut differences between them. At home in East Orange, I was raised on what I considered to be a pretty safe street with low crime. The homeowners were all Black professionals in their field. I considered my family middle-class, based on income and the fact that we owned a home, a few cars, and money for education. In other parts of East Orange, there were people with less income and education, living from one paycheck to the next, in apartments or multifamily homes. Most of the children went to public schools within the city. When I went to college in Upper Montclair, I immediately noticed differences between it and my neighborhood. I saw that Montclair was filled with mansion-sized homes, affluent professionals, and upscale businesses. It was obvious while driving through the town that I was in a suburban environment. I noticed that there were no homeless people living on the streets, graffiti on the walls, or obvious drug abusers. Living in East Orange, I was quite familiar with the low and middle classes. I now had an illustration of what upper class life looked like, and could make distinct comparisons.
Religion has and always will play a role in my culture and how I view myself as an individual. I grew up in a household that worshipped God, and at the age of 14, I left my parent’s church and found my own church home. Believing in God has afforded me the ability to be confident in myself and in the decisions I make. Even now, my faith has the biggest influence on me because I am heavily involved in several ministries within my church.
What I have come to learn through these experiences and more has caused me to think about how I see myself; in particular, where I see myself in this society. My beliefs and core values are an extension of my experiences. My goal in life is to be successful, and to extend beyond what my parents and leaders have gone academically, spiritually, and professionally. My definition of success is contingent upon whether or not I overcome the stereotypical stigmas that surround someone like me, who is from an urban environment and middle-class household. Education is very important to me because it is the gateway to professional satisfaction and economic stability. This alone encourages me to take ownership of my education and view it with upmost importance. I am willing to do whatever is required of me to reach my professional goals.
I walk into the classroom with the perception that limitless opportunities exist for me and my students. In my opinion, fears and failures can be overcome by persistence and the determination to continue pursuing your goals. This is what I wish to instill into the minds of my students. I want them to know that although they come from an urban environment, they are not limited to the negative outcomes that help define their surroundings. They can exceed the expectations and limitations that society has labeled against them if they remain diligent in pursuing an education and working towards their goals.
Culture plays an important role in the classroom because it defines the context that helps shape our reality. In essence, we are who we are because of the influences that have shaped our culture. Consequently, we cannot ignore culture in the classroom. Asian-American students, for example, are not necessarily smarter than African Americans, yet statistics show they perform substantially better in standardized tests. I think that their success is attributed to their parent’s instilling the necessity to be academically successful. This appears to be of importance their culture: to excel academically strong in order to be economically stable.
Gender, sexuality and religion are important cultural issues to take into consideration and establish respect for in a classroom setting. I want to create a community where my students are comfortable enough to share their differences, without being judged or labeled because of them. These factors make us different and create diversity in the classroom. I desire for my students to be free to celebrate what makes them unique.
Outside of the issues previously mentioned, there are other culturally influential factors that play a role in creating diversity in the classroom. The community in which the student was raised or lives in affects how they interact with people. A student raised in an urban environment is afforded different opportunities and has different experiences than someone who was raised in a suburban or rural environment. Overall, everyone’s life experience is different, and we as teachers and students have to be mindful of how we perceive others based on their differences. I personally try not to “judge a book by its cover”, but every now and then I find myself falling short of this goal. This is because it is so easy to look at someone else and pass judgment without first examining yourself. I will be mindful of this weakness as I begin my career as a teacher and develop a culturally inclusive classroom community.

Perception on Media - Individual Reflection

2009-02-22T06:21:00.000-08:00

When I think of where my perceptions stem from, I would have to conclude that Television is my greatest influence. Television is a main source of entertainment and news for most of the world, and is the media that I use most frequently to find out what's going on globally and locally. Television, however is somewhat surreal; it can be a skewed depiction of what is actually taking place. As a consequence, it can have lifetime negative or positive affects on what is being portrayed.

Let's explore this new surge of reality TV shows that have popped up in the last few years. Reality TV has proven to be a major source of entertainment for many Americans today. Many shows depict its content to be the "norm" for situations similar to what's being portrayed. The reality TV “stars” quickly become targets for young people to idolize and for older people to discuss in their everyday conversations. One thing people fail to realize is that even though it is supposed to be "reality" TV, the actors are still playing roles and under the direction of a producer who guides and edits the content. By the time the show airs on TV, it has been altered to be as potentially entertaining as possible.

The issue I have with TV is that it creates its own "reality" that is somewhat false. We don't get to see the "bloopers" or how the show would have looked unedited. Instead we get a picture-perfect form of entertainment that excites the interests of its viewers. This causes major issues when it comes to developing a personal perception based on the information I receive from TV. As I stated before, TV is my main source of information, whether it be from news broadcasts, TV shows or movies. Movies that are based on true stories, such as Lean on Me and Dangerous Minds portray an image of students in urban schools and centers as wild and uncontrollable, defiant, disrespectful, poor, and inarticulate. The news has a way of skewing the viewers perception based on the language and tone that the newscaster chooses to use when telling a particular story.

In my Learning Theories class with Dr. Fives (ELRS 580) this week we explored the origin and residence of knowledge: whether it exists in the individual or in the environment, and resides socially or individually. The discussion afforded me the opportunity to think about where my knowledge base was created and resides. Reflecting on this discussion, I gather my information from my surroundings, making it environmental; and it is created through social interactions and co-constructed meanings and values. Knowledge extracted from media is, in my opinion, environmentally and socially constructed, due to the notion that it is formed as a result of someone’s ideas or interpretations. Every storyline for a show or movie is based on someone’s perspective (or frame of reference), whether it be factually based or not. Even the news, which is supposed to be factual in majority, has been said have biases in its presentation for various reasons including personal perspective or societal influences.

I am uncertain as to how relying on television as my source of information has benefited or damaged my perception. I now have images and ideas about different concepts that are ingrained to my mind that are difficult to change. I appreciate the Frames of Reference assignment because it has allowed me to reflect and evaluate the origin and context of the perceptions and personal opinions that I have.

When It comes to shaping schools...

2009-02-13T19:35:00.000-08:00

Norm Fruchter, in the introduction of his book Urban Schools, Public Will, begins by stating that the “book is about race and education”. He also states that “the nation’s urban school districts are the key agents” of transforming them to “effectively education their poor students of color”. As I read through chapters one and two, I noticed that the key decision maker and major influence involved in how a school is shaped is race and people’s perception based on covert racial beliefs. It is no secret that suburban and rural environments are more financially equipped to fund a substantially better education and provide more resources than schools in urban environments. Fruchter also makes reference to the notion that residents in these environments have the political persuasion capable of making sure that federal funds are heavily allocated there, rather in the urban cities that actually need them. The bottom line, in my opinion, is that the rich want to remain rich; and will do anything in their power to retain this status, even at the expense of the poor.

With that stated, schools are socially and politically constructed based on people's perceptions, biases, beliefs, and wishes of themselves. There is an ever existing, subtle notion in the minds of Americans (as well as other ethnicities), that allows social class and economic status to determine many of the decisions our lawmakers make, as well as the personal decisions we all make. Urban centers are the outcome of what people with social and political power rejected for themselves. It is for the underprivileged, minority community of blacks and immigrants, and is designed to keep them in a static web of inopportunity and poverty.

Urban schools came to be as people used their money, influence, and actions to avoid integration, despite the legislature that made it possible. Integration meant the disappearance of having homogeneous communities free of problems experienced primarily in heterogeneous communities. As integration was realized, white families moved away and took along with them their purchasing power and political authority that heavily impacted decisions made by school district leaders.

The culture of urban schools as we know it to be is a direct consequence of resegregation and improper fund allocations. Schools are failing students of color because they lack the financial resources and political power to fund adequate education. If students in urban schools were afforded the same opportunities and resources to learn as students in the suburbs, the achievement gap would be much smaller. Theresa Perry raises an interesting point related to this: that the dominant culture of schooling primarily addresses the needs of white Americans and neglects those of the students of color. She argues that students of color face “unique challenges to academic achievement” that are a result of the dominant schooling culture. These students are viewed in society as being intellectually inferior and un-American when compared to white counterparts. White students have the advantage that schools are structured to reflect their cultural capital.

In conclusion, race plays a major role in how schools are structured; and many of the comments I listed above are a direct result of the influence (or lack thereof) that one possesses because of the color of their skin. The fact that race is the major stakeholder in how schools are structured makes me ponder the idea that other institutions, including workforces and government, have a similar fundamental structure.

Education on Media

2009-02-02T20:58:00.000-08:00

FILM

Urban: Belly, 1998 (Directed by Spike Williams)
This movie takes place in an urban setting, depicting the lifestyle of drug dealing and gangs, and how it is difficult to separate yourself from your past even if you move out of the environment. This movie represents how African Americans living in rough neighborhoods have to choose the path they want to travel in order to have income. It also illustrates the how constant, life changing decisions are made to protect yourself and your family. Education in this movie comes from community organizations and taking the initiative to read on your own. Watching this movie, I would think that this is how life is in neighborhoods like this--where it's survival of the fittest and you have to do whatever it takes to succeed.

Suburban: Clueless
Clueless debuted around the time that I was transitioning into high school. Watching this movie made me think that all suburban public schools where like this one. I thought that there was heavy emphasis on fashion and appearance, and that your education came secondary. In this movie, there were so many external influences going on, including social interactions and relationships, that there seemed to be no focus on schoolwork or anything related to education. Yet, if the students applied themselves even a little, that was enough for the teacher. Here is a sample clip of what I am referring to: http://www.youtube.com/watch?v=sFR9TNsByLk.

Watching this movie gave me the perception that schools like this, in suburban communities where the parents are more financially stable than an urban one, were common. The students seemed not to have no sense of financial burden or worry, rather their focus on social issues.

Rural: Powder (1995)
Powder is essentially about a young albino boy who grows up in his grandparent's basement, reading books and educating himself. At about the age of 16, he goes to high school and struggles to fit in because of his appearance and the things he says. This movie is set on a farm in a rural community. His odd appearance and unusual abilities cause the small town residents to fear and ridicule him.

I don't know much about rural communities, but I do have a preconceived notion that people in these environments are very different from those who grow up in urban and suburban communities.

NEWS
Urban: Outrage follows revelation of rape by coach at school (Irvington, NJ)
http://www.nj.com/news/ledger/jersey/index.ssf?/base/news-12/1233638766158180.xml&coll=1

The outrage stems from the school's neglect to check into the coach's criminal history, only to find out that he was convicted for charges of sexual assault and endangering the welfare of a child. How does something like this advocate or positively depict this school's district? It shows the district's neglect and laziness to make sure that the people who work for the school don't have a criminal record. It makes the school appear unsafe and unorganized.

Suburban: Trenton schools superintendent plans community meetings to get parents involved.

http://www.nj.com/mercer/index.ssf/2008/11/trenton_schools_superintendent.html

"If parents won't attend meetings at the administration building, Superintendent Rodney Lofton will bring the meetings to parents." - from the article

It's stories like these that have always given me the perception that schools in suburban communities are better than those in urban communities. Communities that have wealthy people have good schools because of the money circulating throughout the community. The superintendent in this community reaches out to the community, showing that he welcomes parent involvement.

Rural: Minnesota: Ten killed in deadliest school shooting since Columbine massacre

http://www.wsws.org/articles/2005/mar2005/minn-m23.shtml

Stories like this are always shocking to hear, especially when they take place in rural areas like this one. Witnesses of these events always tell a similar story: no one would ever think that something like this could take place here, or no one would have ever expected it from “this” person. Many times, issues surrounding self image, racism, acceptance, and negligence are the reasons why adolescents snap out and commit these crimes.

MUSIC

Urban: Tupac Shakur - Changes (That’s the way it is)

Lyrics: http://www.azlyrics.com/lyrics/2pac/changes.html

In this song, Changes, Tupac describes how he views his environment. His perception of drug use and abuse, racism and violence continues to be accurate in today’s society and agrees with how I view urban environments. Music (Hip Hop in particular) is a major influence on the lifestyles lived and choices made by people living in inner cities around me.

Suburban: Theme song Family Matters

Lyrics: http://www.lyricsondemand.com/tvthemes/familymatterslyrics.html

This song speaks all about the happy lifestyle of being middle class and making your dreams a reality. To me, this is what suburban families are afforded. They have the resources to do things that families living in less fortunate neighborhoods can’t do. This song is focused on the love of the family, and how it ties everything together; how it is strong enough to keep the family from falling apart.

TELEVISION

Urban: The Wire

If there is any show that depicts what I think of when I think of the word urban, it would be this one. For me, violence, gangs, and drug abuse define what urban areas consist of or evolve into. This show focuses primarily on crime and law enforcement, but all throughout there is constant portrayal of life in the inner city. Everyone who lives within the projects influenced by drug abuse is affected in some way or form. Although the focus of this show isn't on education and schools, students and young adults are greatly affected by what occurs in their surroundings.

Suburban: Family Matters

I grew up watching this show and other shows like this, including Full House and Saved By The Bell, and could identify with the contents of the show as if it were my own world. In every episode, there was a dilemma, either family or school related, that had to get resolved. The parents and close friends of the family played a major role in issue resolution and problem solving, and in the end, everything always seemed to work out. The children hardly ever disrespected their parents, and the family roles were clearly defined. In the schools, there were issues of drug experimentation, bullying, and relationships that were resolved with the help of the teachers and or family members. In a nutshell, shows like this one made me perceive that the suburbs were considered “normal” living. There was no one living the “hard-knocked life” with any major problems.

Frames Of Reference Paper-Revised

2009-02-02T20:25:00.000-08:00

Meshele Scipio
Frames of Reference Paper
CURR 523 - Education in the Inner City
February 2, 2009

Whenever I hear or see the word “urban”, I immediately think of an inner city, fast-paced and highly populated environment. In my perception, the neighborhood I was raised inaccurately depicts an urban environment. This is because I grew up and attended school in Newark, one of New Jersey’s largest urban cities. Newark is known for its high and diverse population, as well as a variety of developments and enterprises. It is also known for its high statistics in crime, poverty, and drug abuse. Urban areas also reflect the relationship and interaction between both rich and poor populations. I know that most urban settings have its rich and poor residents; ghettos and upscale neighborhoods; and division of class. It is a place where the rich and the poor share the same space but hardly acknowledge the fact that they cross paths with one another. Because urban areas are so diverse, people from all different walks of life and who face different personal situations flood the schools and workplaces. Urban areas such as Newark have both private and public schools; and in most cases, the socioeconomic status that the parents have determines what school their children attend. These factors have helped shape my perspective of urban schools and the community that surrounds it, and has led me to believe that urban environments in other parts of this country have similar characteristics.
My perception of urban environments, teachers, education, and centers has developed primarily from my own personal experience during my early childhood and adolescent years. My entire primary and secondary education took place in two private schools in Newark--The Chad School and The Chad Science Academy. My parents decided to put me in a private school rather than in the East Orange public education system because they viewed it as inferior and feared that I would not be getting a substantial education. They were also aware of the negative perceptions and stereotypes surrounding public schools in this area, and based their decision on these factors. Contrary to the notion that private schools are more affluent than private schools, the two I attended lacked adequate financial resources to set them apart from the public schools in our community. Aside from superior academic performance and our uniform attire, there were no other significant differences that put it above and beyond its public neighbors. It neglected to have most of the extracurricular activities and programs that most public and private schools offer because of its financial deficit.
As a student in the city of Newark, I took note that every where within the city was not the same. As expected, there are communities that are homogeneous, having people of the same ethnic and socioeconomic status residing in the same area. However, the downtown area possesses a mixed multitude of people contrary to its outskirt communities. Large corporations such as Prudential Financial and PSE&G have made Newark their home, alongside of several small chain and independent businesses. These prestigious companies, alongside “Mom and Pop shops” create a remarkable blend of class and race. In the midst of people dressed in suits and ties, there are others who wear jeans and sweat suits to work on a daily basis. The two worlds coexist, yet appear not to be a hindrance to one another. This brought an interesting perspective to how I viewed my home environment. On one corner, there are multimillion dollar businesses, while on another, the homeless sleep on the streets or in shelters because they lack the resources or education to meet their needs.
I view urban education as one that cannot be separated from the scope of its environment. The surroundings play a crucial role to how the students that live in the environment relate to their level of respect for education. Public schools in an urban setting are often for underprivileged children whose parents have little to no money to afford private education. The schools are over populated and the resources are limited. In close proximity to those are affluent privately funded schools, such as to St. Benedicts Prep in Newark, where students are afforded the opportunity to receive a sound education, travel, and can almost guarantee that they will get into a reputable college after graduation.
Education in an urban setting also differs from other environments because there are many negative influential factors that impact learning. Poor student performance and high drop-out rates are due to an entire host of external factors including life at home, gang violence inside and outside of the school, lack of support and insufficient resources. Students also lack adequate role models and mentors to motivate them, which in turn leads to low retention and success rates.
My perception of urban schools and the community also comes from television and other media that portray a representation of the community as rough and hard to live in. Urban communities are never portrayed as a generally positive place to grow up. They are often illustrated with negative connotations, having little hope of a positive source of illumination. They are also portrayed with a lot of people living in poverty, in adverse situations, and with limited resources. As a comparison, suburban communities are portrayed as clean, quiet, low crime environments where kids get into trouble on occasions, but it is not the norm. Money is not a hindering factor, and many of the antagonistic issues revolve are socially based.
I will begin my teaching career working in Newark for at least three years. Like many urban environments, my students will be coming from diverse backgrounds and lifestyles. Being aware of this fact, I have to create an environment that is conducive to learning and sensitive to the various differences each student brings into the classroom. Early in the school year, I plan to establish an atmosphere where my students understand that I value their education. I also want them to know that I am sensitive to their individual situations and learning styles. I want to get to know my students both inside and outside of the classroom. I am interested in their lifestyles, and how their lifestyles influence their education. If one of my students has a part-time job, I will know that their free time is limited and may impact their time devoted to studying. If another one of my students has a learning or physical disability such as poor vision, I have to be sensitive enough to make adjustments in my teaching style so they get the same opportunity to obtain the information as everyone else. For the students who excel above and beyond the scope of my coursework, I have a responsibility to present them with challenges to keep them interested and engaged in learning.
How my students and coworkers perceive me a teacher also concerns me. I am a recent college graduate with very little teaching experience. In addition to that, I am younger than most secondary education teachers. My fellow colleagues may identify me as being inexperienced and lacking wisdom and my students may view me as equal to them because of my age. I have to develop a strategy that allows me to communicate effectively with everyone that I interact with. My colleagues and students should have a certain level of respect for and treat me accordingly. I have to set ground rules and boundaries that I expect my students to accept and abide by. I also expect the adults I work with to maintain a certain level of professionalism.
I recently began thinking about my philosophy as a teacher. If I were asked what my goal is, I would say that it is to promote intellectual independence by teaching students to make wise decisions with little guidance from me. My aim is to provide them with the physical and intellectual tools they need to be successful in life. I will go above and beyond the traditional role of a teacher to ensure that my students are well prepared for the “real world”. I will not have the opportunity to spoon feed my students throughout their lifetime. As a result, they have to learn to think and make decisions on there own, and at this age. I think that one of the most destructive things a teacher, parent or any leader can do is not allow their students, children, or followers to exercise their own minds. I want my students to see the value and importance of thinking their actions through and considering its consequences. Critical thinking skills go beyond class work; it extends to making critical, life changing decisions that affect the decision maker and those around them.
Growing up and attending school in an urban environment, I understood the importance of excelling academically so that I could get into a reputable school. In such a competitive field as applying to college, your academic career throughout high school grants or denies your ticket to higher education. It takes hard work and perseverance to be successful, and when you grow up in an environment where there is so much working against you, it makes it much harder to succeed. As a teacher working in an urban environment, I will convey this to my students. They will learn that the society in which we live in is highly competitive and waits for no one.
Some questions I ask when considering my career as a teacher are Who is responsible is it for a providing someone with sound education? Should it fall in the hands of the teachers, parents, school district or some other influence? What makes someone’s education better than someone else? Who sets the standards? If I am “book-smart”, does that make me wiser than someone who is “street-smart” or has common sense? More generally, who is responsible for educating someone? Is it the teachers, the students, the parents, or a combination of both? Who carries the heavier load? Too often the blame is placed on the education system, but what role do the student’s play in their own education? To what extent does the area that you attend school or come from impact your reputation socially, as well as your academic performance?
I believe that education begins at home. Discipline and structure should be established before the child enters the classroom. Proper study habits and the will to be successful are, in many cases, initiated at home. The teacher has a responsibility to provide guidance and enhance the skills that are already recognized in the individual.
Every perception and belief I have about urban education will be explored as I begin to teach in that environment. I look forward to identifying the validity in the stereotypes and views that I have. I can not continue to assume how things will be once I become a teacher solely based on the fact that I was raised in the same environment that I will be teaching in. Customs change as times change. In addition to that, I do not know what it is like to have the pressure of teaching. My familiarity with the environment does not adequately equip me for the situations I may encounter as a teacher. I accept that I am ignorant of many issues surrounding teaching and education, and am willing to learn as I adapt to this new career.