"How do these kids come up with this stuff? Did I han-dle it well? What do you think?"
I personally believe the teacher handled it very well. However, that is the limitations the limitations of a teacher. I believe parents play a bigger role in these cases because children tend to form opinions based on people that they are often exposed to.
Rather that encouraging dialogue, this immediate silencing has the same, and perhaps unintended, effect of Monica Ruiz’s response—fueling a per-ception that being gay is shameful, something to hide, and an insult. As such, it regulates sexual identities by maintaining heterosexual supremacy and perpetuating homophobia.
Even though this has become a lot better in Korea, homophobia is a common thing back home. I remember a student back in high school claimed that he was gay. He would always be the common target of being bullied, he was barely invited to after parties and often brought up in conversations that he was not involved in. For example, people would mention his name just to make fun of others: " like him? HaHa". This was sad to see and personally made me uncomfortable.
During various historical periods, Latinas have been cast as sexually promiscuous and fl aunting their sexuality, or as asexual and virgins until marriage. As hegemonic constructions, such representations are as oppres-sive as the myth of not caring about education: (1) they divide entire groups of women into whore/virgin dichotomies and pit women against each other in bad/good categories, (2) they blame Latinas, rather than consider larger factors infl uencing life changes, (3) they do not allow for the individual agency of women to determine their own sexualities, (4) they reinforce heteronormativity by presuming all sexual relationships are female-male partnerships, and (5) they assume that education is necessarily sidelined by relationships and pregnancy.
This is the first time I've ever heard about this, and it is surprising. It is sad to see Latinas labeled as scapegoats and people who have no interest in education.
Thus, whereas middle-class children are often treated as a project to be developed, working-class and poor children are given boundaries for their behavior and then allowed to grow.
Thankfully my mother didn't promote this life. However, looking at other Korean middle class families I could see this. Many of my friends were busy "doing stuff" after school. I honestly felt bad for this because the intention of these activities are for the child to become successful but they lose their freedom because of this. This schedule could potentially lead to the development of mental illnesses.
1 thought this was supposed to be an English class, why are we talking so much about feminism?" (Or, they might add, race or class.)
I was honestly a type of student that would make these comments back then. However in retrospect I do thank these teachers because they basically taught me how to look at the world with multiple perspectives.
They are also much more willing to face the chal-lenge o f multiculturalism.
I personally am willing to take the consequences of multiculturalism. The most important thing should be that the teachers are willing to change and adapt to a multicultural classroom. If both student and teacher are willing to take that step I believe that they could actively communicate about what was wrong and right creating a safe classroom environment.
Students of color and some white women express fear that they will be judged as intellectually inadequate by these peers.
This is the current problem I'm struggling with even though I would really like to express my thoughts in class, before even saying something I always have the thought that some people might judge me by my color, culture, or level of knowledge.
Emphasizing that a white male professor m an Enghsh tra. ,. ak d arttnent who teaches only work by "great white men IS m -ep . . ing a political decision, we had to work cons1stently agamst and through the overwhelming will on the part of folks to deny the politics of racism, sexism, heterosexism, and so forth that · form how and what we teach
This a big problem in current education especially when we are learning about historical topics or other topics that require learning about politics. This method of education is very dangerous towards students especially in the stage of adolescence because their political view points are shaped in a way to somewhat match the instructor.
Once again from my personal experience in Korea, I remember one of my teachers telling our class about homosexuality being a wrong thing. As a child that grew up in America, I wanted to correct this teacher but I was afraid because I was the only one to stand against his ideology.
Expensive opportunities may elude them: Can I afford to study abroad and gain more global citizenship skills, or must I work one or several jobs to pay my tuition? Once paid, whom will I need to financially support back home? Moreover, it is often difficult to prepare for graduate or professional schools if none or few around you have advanced degrees.
As a student that came all the way from Korea I personally feel this statement. Even though I'm from a middle class family current situations are tough. Thinking about poor students that have more weight on their shoulders is just devastating.
Does every middle school in economically blighted districts have highly qualified teachers who can teach college prepara-tory courses?
It's so sad that a student's success in a particular course is not based on the their ability but rather the teacher's ability to teach. Imagine this problem taking place in middle school when everything starts to matter.
The early tracking and labeling of children reared in poverty is cumulative and devastating. It not only hampers students' self-esteem and cripples their own expectations of themselves but also, as Rist (1970/2000) discovered, becomes a self-fulfilling prophecy for what too often becomes a trajectory of underachievement.
Not only labeling the poor children, but labeling every children in general based on their economic status or grades is just devastating. I feel like students that are labeled in a "lower" category just loses the motivation to because it basically shows displays a gap amongst the children.
And yes, students in these circumstances are more likely to perform poorly.
Yes, the quality of education is just different and the opportunity to discover what you have interest in is very difficult to find in these poorly performing schools. This leads to many poor students dropping out of school and finding their own way of becoming economically successful on their early stage of life.
Poor children fail in schools because they are not taking advantage. Poor people exist because they wasted a good, free educa-tion. The poor themselves are the problem.
I believe the reason poor children fail is because of the heightened standards due to the wealthy children. Wealthy Children or students have the luxury to obtain a high quality education. Looking into the future, like college decisions, they know in the inside that they will stand no chance against these wealthy people. Even though they do get accepted to a great school, they will be busy paying off student loans that will disrupt their academic progression. This leads to the students losing the purpose to be successful educationally.
Coming from a middle class family, looking at my friends that have their parents pay for their tuition is one of the luxuries I wish to have.
He conceptualized public education as "the great equalizer," or the most powerful mechanism for abating class-based "prejudice and hatred," and, most important, the only means by which those without economic privilege or generational wealth could experience any hope of equal footing.
It is somewhat true that public education does give the opportunity to everyone to have a "hope" of an equal footing but the problem is that it only gives hope rather than a guaranteed success. Yes public education gives people the ability to basically think for themselves and make logical decisions that suites them. However, mentioned in the Hochschild and Scovronick introduction the head start the wealthy people get from being born in a rich family just disrupts the purpose of "great equalizer".
People who succeed get to keep the fruits of their labor and use them as they see fit; if they buy a home in a place where the schools are better, or use their superior resources to make the schools in their neighborhood better, their chil-dren will have a head start and other children will fall behind through no fault of their own.
I agree to the fact that public schools should be a equal start for everyone, not advantageous for the people that are wealthy. I personally strongly experienced this when I attended school in Korea. Wealthy students would attend "Academies" after school to get ahead of everyone. The problem with this is that the difference in the pricing of these afterschool programs influenced the quality of tutoring or lessons. The problem with this is that poor students would fall off because these wealthy students would have a head start from their early childhood.
Public schools are essential to make the American dream work, but schools are also the arena in which many Americans first fail. Failure there almost cer-tainly guarantees failure from then on. In the dream, failure results from lack of individual merit and effort; in reality, failure in school too closely tracks structures of racial and class inequality. Schools too often reinforce rather than contend against the intergenerational paradox at the heart of the American dream.
The educational model is a problem to keep an eye on because it is one of the reason why many students fail to achieve the American Dream. The way of determining someone's ability to become successful based on one's ability to read difficult passages and solving difficult math problems is somewhat "outdated". Since schools enforce on improving these skills many people lose interest in learn because they know what comes next, hard math equation and passages.
This irrationality is most apparent when it comes to reforms that could have the greatest impact and that have the soundest research support. Where it has been tried, educating poor children with students who are more privi-leged, or educating them like students who are more privileged, has improved their performance and long-term chance of success.
Aside from the behavioral aspect, they have a higher long-term chance of success because these privileged schools provide way more paths/opportunities compared to other schools. Having an experience in attending both schools, privileged and other, I realized privileged schools have many more programs that guide students to finding their interests which is very important in becoming successful.
2 THE AMERICAN DREAM AND THE PUBLIC SCHOOLS also to make them good citizens who will maintain the nation's values and · In-stitutions, help them flouri~h, and pass them on to the next generation.
Schools are indeed an important factor because it builds a foundation of knowledge for the children, basically giving them the ability to have an opinion. However I personally believe the aspect of being a"good citizen" comes from the environmental factors rather than school. As an individual that has attended both American and Korean schools, I lack the memory of learning about being a "good citizen"( for both countries) but rather a place that taught me how to become successful in the future. I learned to be a good citizen from mostly my family and friends and external factors such as the news or etc.