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.
Wednesday, March 24, 2010
Tuesday, March 23, 2010
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.
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.
Wednesday, March 17, 2010
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.
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.
Monday, March 15, 2010
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.
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.
Sunday, February 28, 2010
But That's Just Good Teaching
Lason-Billings, G. (1995). But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy. Theory into Practice, Vol. 34, No. 3, Culturally Relevant Teaching, pp. 159-165.
This articles discussing the need for Culturally Relevant Pedagogy. It begins with linking schooling and culture, specifically with African American students. Culturally relevant pedagogy rests on three criteria, students must experience academic success, students must develop and maintain cultural competence and students must develop a critical consciousness through which they challenge the status quo of the current social order. In one example the teacher focused on displaying African American males in a positive and productive way. By challenging the boys to be academic leaders they became examples for their peers to follow. Next, the article discusses cultural competence among African American students. Teachers utilized African American culture to motivate learning by integrating their music into poetry lessons, inviting family members to teach the class and by allowing them to speak their home language in class and translate it to Standard English. Lastly, the article discussed critical consciousness. It is important for students to be able to critique the very mores and values that make social inequalities in the classroom. One way a teacher handled this was by critiquing textbooks and class material with students, informing the community and providing newspapers with alternative and different perspectives.
1. what does cultural competence look like for my culture? This question is hard for me to answer and I'm not sure why. I guess that I don't really have culture competence. I don't really know what I would consider my culture or race. I am African American, white and Native American. I was raised by my white mother in Clarkston, an affluent suburb. I see myself as multi-racial and a part of multiple cultures, not completely defined by one. I want to be educated in a system that teachers awareness and appreciation for my roots and history, all of them. So cultural competence to me is integrating different parts of my many cultures into curriculum. Above being African American and Native American, I see myself as a minority fighting the same fight as Latin Americans and Asian Americans. A gain for one minority group isn't enough until every minority group shares the same rights and opportunities.
2. Clarkston High School teaches tolerance of other cultures but not acceptance. Going to school where segregation amongst students is as common as acts of prejudice inhibited the cultural competence of the African American aspect of my identity. Clarkston High School and the Clarkston community are predominately white and middle class. The minority members and white members of the community are segregated. This inhibits cultural competence because minorities are alienated and can't be themselves without becoming outsiders and doesn't allow for students to become aware of/appreciate other cultures.
This articles discussing the need for Culturally Relevant Pedagogy. It begins with linking schooling and culture, specifically with African American students. Culturally relevant pedagogy rests on three criteria, students must experience academic success, students must develop and maintain cultural competence and students must develop a critical consciousness through which they challenge the status quo of the current social order. In one example the teacher focused on displaying African American males in a positive and productive way. By challenging the boys to be academic leaders they became examples for their peers to follow. Next, the article discusses cultural competence among African American students. Teachers utilized African American culture to motivate learning by integrating their music into poetry lessons, inviting family members to teach the class and by allowing them to speak their home language in class and translate it to Standard English. Lastly, the article discussed critical consciousness. It is important for students to be able to critique the very mores and values that make social inequalities in the classroom. One way a teacher handled this was by critiquing textbooks and class material with students, informing the community and providing newspapers with alternative and different perspectives.
1. what does cultural competence look like for my culture? This question is hard for me to answer and I'm not sure why. I guess that I don't really have culture competence. I don't really know what I would consider my culture or race. I am African American, white and Native American. I was raised by my white mother in Clarkston, an affluent suburb. I see myself as multi-racial and a part of multiple cultures, not completely defined by one. I want to be educated in a system that teachers awareness and appreciation for my roots and history, all of them. So cultural competence to me is integrating different parts of my many cultures into curriculum. Above being African American and Native American, I see myself as a minority fighting the same fight as Latin Americans and Asian Americans. A gain for one minority group isn't enough until every minority group shares the same rights and opportunities.
2. Clarkston High School teaches tolerance of other cultures but not acceptance. Going to school where segregation amongst students is as common as acts of prejudice inhibited the cultural competence of the African American aspect of my identity. Clarkston High School and the Clarkston community are predominately white and middle class. The minority members and white members of the community are segregated. This inhibits cultural competence because minorities are alienated and can't be themselves without becoming outsiders and doesn't allow for students to become aware of/appreciate other cultures.
Wednesday, February 24, 2010
2 Million Minutes
USA Today Article
Yong Zhao Article
In my opinion, most American students look at Asian students to be incredibly intelligent and hard working. American students have many preconceived notions regarding Asian schooling, and many of them are actually positive. I know American students who fear Asian students and consider them to be “smarter” than them and worry about competing with them for grades or for class rank. American students also assume that all Asian students are very good at math and are often antisocial and to be “nerdy,” Although these are not true stereotypes, American students also have a basic understanding of how American school culture can differ from Asian school culture. It was also discussed in the article that American schooling is very focused on being well rounded, about getting good grades, being on a sports team, volunteering, as well as having a part-time job. Asian schooling culture focuses mainly on the academia and progressing further and faster within school.
American’s impressions of Asian students directly relates to their impression of Asian culture. Americans view Asians to be extremely proper and to focus on certain virtues like obedience and competitiveness. This is true within American’s stereotypes of Asians in schools, as they continue to be the best in schools and not focus on much else outside of it. American students also assume that Asians are that is very traditional, and this stereotype would explain why Asian students may not be interested in sports like football or soccer when they could be focusing on their studies. Asian cultural stereotypes also include Asians within school, like that Asians are all gifted in math and are “nerdy.”
Yong Zhao Article
In my opinion, most American students look at Asian students to be incredibly intelligent and hard working. American students have many preconceived notions regarding Asian schooling, and many of them are actually positive. I know American students who fear Asian students and consider them to be “smarter” than them and worry about competing with them for grades or for class rank. American students also assume that all Asian students are very good at math and are often antisocial and to be “nerdy,” Although these are not true stereotypes, American students also have a basic understanding of how American school culture can differ from Asian school culture. It was also discussed in the article that American schooling is very focused on being well rounded, about getting good grades, being on a sports team, volunteering, as well as having a part-time job. Asian schooling culture focuses mainly on the academia and progressing further and faster within school.
American’s impressions of Asian students directly relates to their impression of Asian culture. Americans view Asians to be extremely proper and to focus on certain virtues like obedience and competitiveness. This is true within American’s stereotypes of Asians in schools, as they continue to be the best in schools and not focus on much else outside of it. American students also assume that Asians are that is very traditional, and this stereotype would explain why Asian students may not be interested in sports like football or soccer when they could be focusing on their studies. Asian cultural stereotypes also include Asians within school, like that Asians are all gifted in math and are “nerdy.”
Tuesday, February 23, 2010
Ecological Models of Human Development
Brofenbrenner, U. (1994). Ecological Models of Human Development. In International Encyclopedia of Education, Vol. 2, 2nd Edition. Oxford: Elsevier.
The evolution of ecological models- is that much of developmental psychology is the science of the strange behavior of children in strange situations with strange adults for the briefest possible periods of time. The general ecological model- human development takes place through processes of progressively more complex reciprocal interaction between an active, evolving biopschological human organism and the persons, objects, and symbols in its immediate environment. Also, it says that the form, power, content, and direction of the proximal processes effecting development vary systematically as a joint function of the characteristics of the developing person. Environments as contexts of development- the ecological environment is conceived as a set of nested structures, set inside one another. There is microsystems, mesosystems, exosystems, macrosystems, and last chronosystems. Genetic inheritance in ecological perspective- involves a reconceptualization of the role ofgenteics on human development.
Things that I can personally see better with this model are that a developing child in different situations has an affect on that child. If its not the people he is growing up around it could be the environment, and if I could just understand how the environment is affecting the child I can help the child. I can learn how to teach them as a teacher and understand what they are going through in their lives. As a teacher, you have to have a feel of what outside thoughts your students may be thinking about while you are teaching a lesson and have a way to help them put those thoughts aside while you teach.
The evolution of ecological models- is that much of developmental psychology is the science of the strange behavior of children in strange situations with strange adults for the briefest possible periods of time. The general ecological model- human development takes place through processes of progressively more complex reciprocal interaction between an active, evolving biopschological human organism and the persons, objects, and symbols in its immediate environment. Also, it says that the form, power, content, and direction of the proximal processes effecting development vary systematically as a joint function of the characteristics of the developing person. Environments as contexts of development- the ecological environment is conceived as a set of nested structures, set inside one another. There is microsystems, mesosystems, exosystems, macrosystems, and last chronosystems. Genetic inheritance in ecological perspective- involves a reconceptualization of the role ofgenteics on human development.
Things that I can personally see better with this model are that a developing child in different situations has an affect on that child. If its not the people he is growing up around it could be the environment, and if I could just understand how the environment is affecting the child I can help the child. I can learn how to teach them as a teacher and understand what they are going through in their lives. As a teacher, you have to have a feel of what outside thoughts your students may be thinking about while you are teaching a lesson and have a way to help them put those thoughts aside while you teach.
Subscribe to:
Posts (Atom)