Inner city African-Americann parental involvement in elementary schools and Invisible Inequality.

Abul-Alil, J.K. & Farmer, A.D. Inner city African American parental involvement in elementary schools: Getting beyond urban legends of apathy. School Psychology Quarterly, 21, 1-12.

Laureau, A. (2002). Invisible inequality: Social class and childrearing in black families and white families. American Sociological Review, 67, 747=776.

This first reading discussed the myth that inner city African American parents were hostile and apathetic to their child's academic success. In actuality the lack of school involvement and participation amongst inner city African American parents is because these parents often do not have the time to attend in school meeting because of long work hours, some lack English proficiency and have younger children to take care of. Three strategies were identified that proved to increase parental involvement and interest in school and the success of children, these were empowerment of parents through training parents for school readiness and providing integrated school-based mental health services that support family needs, outreach that related at home activities with classroom activities, and lastly indigenous resources that allow parents to meet in more comfortable setting outside of classrooms that are accessible through transportation and free. When these three strategies are emphasized inner city African American parent involvement increases.

The second reading was on Invisible Inequity across social class and childrearing in Black and White families. The study compared an African American boy from a middle class family with an African American boy from a poor family. The middle class child has many adult ran activities that focused on developing his personal interest and talents, he was offered many opportunities to speak his opinion and did not spend much time with relatives or neighborhood children. The working class child had much more free time playing outside and watching t.v. with children in the neighborhood of different ages, cousins and relatives often spend the night and communication with parents was short and direct. Working class parents were less trustful of school administrators and less comfortable with professionals, such as doctors. The overall result of this study emphasized that class played a more significant role in childrearing then race.

1. I felt that this studied focused more on the inequities between socioeconomic status not race but inequities can include black families have to deal with stereotypes, prejudice in the work force and from school administration. Black families are generally lower income because of past discrimination and face institutional discrimination in the future. Black students have more of a chance to feel excluded in the classroom.
2. As a teacher I would personally make it my responsibility to get to know my African American students and learn their situations. I would become involved in the community I teach in and make their interest and needs my own. Hopefully this will help me see students beyond stereotypes.

3 different Preschools

My first observation was that the Chinese preschool students were sent to boarding schools during the whole week, except Wednesday and the weekends. As we watched in the video there were kids who had many issues leaving their parents, and questioned their memories as to picking them up on Wednesday. As the one child at Don-feng Preschool could no let her father leave. This lead me to question the children's current relationship with the parents, as well as what their future relationship would look like. Especially if it would suffer when reaching an older age. I also began to wonder about the children's relationship with other children. School can be a large growing ground for the expansion of social skills. Due to this environment did students have better social skills? I think as an older child a boarding school is appropriate but at such a young age children still need to be taken care of by their parents, the Chinese however feel that this is not an important factor. I really value the beginning relationship at a young age that children can begin to have while living at home with their parents.

Another observation I made was the difference in discipline within the schools. In the preschool in Japan the teacher did nothing when a student continued to act out and distract the class but in a preschool in America the teacher gave the student a warning and then puts them in a "time outs" if they continue to act out. This gives me the idea that Japanese schools focus on teaching their students self control and make the behavior of an individual the responsibility of the entire group and in America, schools focus on verbally expressing frustrations and desires and taking time to develop a plan that will best handle the situation. I feel that this is then reflected into the culture, Americans seem to be more outspoken and proud of expressing our personal beliefs. Americans are taught to work hard to stand out and be different while China and Japan promote the well being of the nation over the advancement of an individual.

Preschoolers

Leach, P. (1989). Making little citizens. Book Review of PTC in the New York Times.

I feel that this article is very valuable to all teachers. Although not all teachers will teach Chinese or Japanese students, it is likely that they will come in contact with students who are different than them. Reading this article helps future teachers begin to understand just how different the beliefs of different cultures are and they way they can effect education. In order to successfully educate students teachers must have an understanding of their students backgrounds and beliefs. Once teachers have this understanding, it will be much easier to figure out the best way possible to teach their students in a way that they can relate to.

I think the differences between U.S, China, and Japan are "bigger" because, in my opinion, they go beyond educational differences, and relate to different life beliefs due to culture. The U.S focuses on a more one-on-one setting, while the Japanese feel this is sad. Also, the Japanese feel that the way that the U.S teachers constantly talk to students about feelings is too deep and intrusive. To me this seems like a societal difference. Generally, Japanese people are less open about their feelings than Americans are, which changes the way that teachers should approach them in given situations. I feel that the differences between countries are big, but neither are wrong.

Urban Prep Academy, Lansing Charter, Holmes Foundation Academy

Urban Prep Academy, Lansing Charter Academy, Holmes Foundation Academy

Summary: These schools provided general information about the type of programs they offered and the quality of teachers. Urban Prep Academy is an African American Academy for boys in Chicago, Illinois. Their goal is to increase the graduation rate of African American boys in urban areas and overcome stereotypes. The programs at the Urban Prep Academy are specifically tailored for the boys' style of learning and the challenges present in an urban environment. Lansing Charter Academy is an elementary school in Lansing. Their programs focus on academic excellence, morals and values, parent involvement and student responsibility in the school and community. Lastly, Holmes Foundation Academy is a school in Flint that offers highly-qualified teachers, core classes, tutoring and mentoring programs like Big Brothers/Big Sisters.

Response: These programs could be responses to many problems in urban environments. Many youth, especially minority males, get into trouble and distance themselves as far as they can from school and everything associated with succeeding academically because they don't feel like they belong or that anyone believes in them. Urban Prep Academy is a place where everyone believes in the future and abilities of minority students. Urban communities are usually home to many low income families, this means the parents spend a great amount of time working and less time involved in school. When parents aren't involved in schools then they don't have a voice in the different programs and policies that effect their child's learning experience. Lansing Charter Academy is a school where parent participation is encouraged and integrated into the classrooms. Being a minority student in an urban school can mean that people of their ethnicity aren't represented in textbooks or class discussions, leaving nobody for students to model after. Holmes Foundation Academy provides mentor programs where students find someone who has been through what they are going through and can relate to their struggles. I think these schools are doing a nice job of coming up with creative ways of dealing with the same old problems.