In the same report, more than half heard homophobic remarks from faculty and staff,
It is disgusting and disappointing that faculty and staff are participating in the negative comments, They should be leading by example and make their students feel comfortable. Their job isn't to judge and they should be fired.
Sex education contin-ues to be a relatively conservative part of schools, leading with abstinencc-until-marriage messages that not only exclude most LGBTQ students, but also leave girls at disproportionate risk for unwanted pregnancy
No matter a persons sexual orientation or background they should receive adequate sexual education so they can have the information to make educated decesions and prevent mistakes.
Teachers praise students only 10 percent of the time. Criticism is even rarer-only 5 percent of comments. In many classrooms teachers do not use any praise or criticism at all. About one-third of teacher inter-actions are comprised of remediation, a dynamic and beneficial form of feedback.
I remember just getting a percentage and no comments on a lot of my assignments in high school.
She sits quietly, stares out the window, plays with the hair of the girl in front of her. Her face is no longer animated. She crosses her arms on the desk and rests her head on them, which is how she spends the final twelve minutes of class time. Her eyes are open, but it is impossible to tell if she is listening. The period ends. The girl has not said a word.
So many people have their interest in school diminished because they aren't recognized enough. They are meant to feel unimportant and therefore don't want to participate anymore.
At other times they pause or stop to think before raising their arms straight and high. Educator Diana Meehan calls this phenomenon the "girl pa use": If a teacher asks a question, a girl pa uses to think, Do I know this? Meanwhile, a boy blurts out an answer, and the class moves on.
I've always done this and didn't know there was a phenomenon for it. Even on a subconscious level, gender bias interferes with the school experience.
For most kids, eating disorders start when they are eleven to thirteen years old. Yet weight concerns can begin at a startlingly young age. Forty-two percent of first-to third-grade girls want to be thinner, and 81 percent of ten-year-olds are afraid of being fat. The number one wish of girls eleven to seventeen years old is to lose weight
Wow, I knew body image was a major issue but I was not aware the number was so high. It is so upsetting that little girls, as young as third graders want to be thinner.
suggest that students’ ability to access these relationships is shaped by their position within the school curriculum hier-archy. There are many reasons why undocumented immigrant students do not make successful transitions to college: exclusion from fi nancial aid, resource-challenged families, frustration, and disillusionment, to name a few.
My mom immigrated to the United States when she was 8 and was able to get into college. She was very passionate about school but because she did not receive the proper support she needed, she left college after the first semester.
Stories of vale-dictorians and class presidents whose talents are wasted because current laws do not allow them to pursue their dream careers strike a chord with the American public
In a country that has such high numbers of immigrants, like the United States it is discouraging to see the country not valuing their role in society. If all people were afforded the same opportunities we could be seeing huge advancements in education and ways of life but immigrants have many barriers that many do no see worthy of addressing.
approximately 1.8 million children are in the United States without legal papers, and an additional 3.1 million children are born in the United States to undocumented alien parents.
This a huge number of both undocumented and second generation children. They need to be taken into account when it comes to education.
rather, it was a community ‘where people of different races occupy the same territory, where under, lower, middle and upper classes touch, where the space between two individuals shrinks with intimacy’
This is what teachers should strive to achieve in their classrooms to ensure a welcoming and happy environment.
alone in the apartment, caring for her younger brother while her parents worked. As teenage daughters, the girls often were responsible for household chores and caring for younger siblings, which furthered their solitary and constrained feelings
A lot of girls are expected to mature faster in order to care for their younger siblings and take care of household chores, when they themselves are just children who should not have this responsibility. Helping out every once in while is important for developing responsibility but for many it is a full time job at a young age.
This pre-reader is being encouraged to enter into reading with all his available repertoire. Translanguaging enables him to read “in Spanish” and to feel proud of this accomplishment. In the school space, however, teachers are often dismis-sive of the translanguaging practices of bilinguals, rendering them incomplete, wrong, full of errors. The result is that bilingual readers fall through the linguistic cracks that are opened up artificially between their two languages.
A lot second generation students are discouraged from learning Spanish because of the criticism from fluent speakers. If your pronunciation is wrong or you don't know how to correctly translate a word, they will make fun of you. Having a safe environment allows them to learn a new language without the fear of judgment.
Benny’s family belonged to a Pentecostal Spanish-speaking church, and this was his most important community literacy space, providing an array of experiences with oral, written, visual, and gestural texts, some constructed on his own and some mediated by others, using materials from the church and brought from home.
Religion is very important in latino culture, and many kids spend at least once a week going to church just like Benny where they are exposed to different literacy experiences. For me, church played a huge role in helping me learn to read in English.
The boys’ teacher, Mrs. Martin, Puerto Rican and bilingual, was effective at integrating the children’s lives and cultures into lessons. An ESL teacher and bilingual aides assisted in working with the children who were speakers of Spanish, Arabic, Mandarin, Romanian, and Cambodian.
Having attentive staff that are adaptable to the different cultures and languages of their students is important for encouraging success in their educational journey.
we focused on the strengths and resources of the children and their families, rather than their needs and alleged deficits as often described in the dominant discourse (Arzubiaga, Ceja, & Artiles, 2000). We knew that many Latino children had rich literacy lives—often invisible to teachers in urban schools or dismissed as irrelevant to school learning—and that they and their families possessed expertise and funds of knowledge
I like the different approach these researchers took compared to others before them, by looking at what the children and their families already have and utilizing it instead of ignoring it even if it might not be the standard.