As light-skinned Hispanics they stood out, and Clara has vivid memories of being chased home by black kids from school through a darkened freeway underpass.
There is also discrimination against minorities in society. As a minority, I believe that only by respecting others can I be respected
More striking still are the contrasts in the "output" measures of the two schools-graduation rates, statewide academic and SAT test scores, truancy and suspension rates. Students at Santa Ana are four times more likely than students at Troy to drop out, roughly ten rimes more likely to be truant or suspended, and only one third as likely to take the SAT
And one of the surprising conclusions that we can draw from these data is that race, the level of poverty in the region, really matters a lot in terms of success in school. When a child lives in the Santa Ana area, it means, as ridiculous as it sounds, that he or she is likely not going to succeed in school. Due to the influence of family conditions and social factors, children cannot continue their studies.
25,000 a year (in inflation-adjusted dollars) nearly doubled be-tween 1970 and 2010, from 13 percent to 25 percent, at the same time that the percentage living on more than $100,000 a year rose from 12 percent to 17 percent.
It can be seen from the data that people's income has increased a lot in recent years. However, the reality is that although people's income has increased, social prices are also under inflation. If the percentage of income increase exceeds the inflation rate, families can become richer.
The net result of these demographic transitions is that economic inequality within the Latino community in Orange County has grown significantly during the past four decades, just as it has within the black community in Atlanta.
The gap between the rich and the poor is widening in Orange County, with the rich opting for laguna, leading to more "private" and more expensive regional schools. In this way, the gap in educational success of many students is widening because of race and the gap between rich and poor in their families
A 2004 report by rhe Nelson A. Rockefeller Institute of Government identified Santa Ana as the Most Troubled City in America because of its high unemployment, high poverty rate, undereducated population, and crowded housing. Latinos in Orange County are more likely to live not only in poverty bur also amidst street violence and gang activity. Santa Ana alone is home co 29 street gangs.
This is a story I never knew. Every time I drive north from the South Coast, I feel a different atmosphere in the city -- old and chaotic. Santa Ana, one of orange County's larger cities, has a lot of hidden elements of violence. This is because the region is poor and multi-ethnic.
Orange County includes 34 incorporated cities, many of them worlds apart. As one local demographer puts it, "You have areas of pov-erty and areas of great affluence and less of a middle." 3 Laguna Beach, for example, is 91 percent non-Hispanic white, with a per capita income of $84,000, whereas Santa Ana, the county seat, just 20 miles away, is 95 percent Hispanic (50 percent foreign-born), with a per capita income of$17,000.
The article cites orange County as an example. Laguna Beach is a wealthy, mostly white area, while Santa Ana has a large Mexican population. I was lucky enough to live in these two areas for a while and experience the different atmosphere of the city. There are a lot more Asians and a lot more races than Irvine. Irvine is more middle class.
Math placement typically serves a benchmark for ninth-grade aca-demic standing, ;rnd the <lisparities in math placement by race arc striking. As is true nationally, white, mid<lle-class, or affluent stu-dents at BHS tend to receive access to advanced math courses early, and thus start their high school careers with a major ndvantage (Moses and Cobb, 2001; Perry, reelc, and Hilliard, 2004).
There is a gap between different races in the understanding of different subjects. It is mentioned in the article that children from rich families have access to advanced mathematics in advance, which gives them a better start. However, I believe that Asian children are naturally sensitive to mathematics, so their ability to comprehend mathematics is generally higher than that of other races.
Chantelle's comments reveal how easily a student who lacks economic, social, and cultural capital can become lost within Berkeley High's large and impersonal bureaucratic structure.
School is an impersonal place for students who have no background and are not from privileged families. They may feel helpless because schools don't pay enough attention to them and they don't have access to better and better educational resources due to their family constraints. Therefore, they are easy to get lost in school learning, which also leads to their anti-social behavior and increased risk of mental illness
There is relatively little that the school can do to address the inequalities in the backgrounds of students like Jennifer and Chantelle. However, it is possible to address school conditions that contribute to disparities in achievement, such as school size, the student-to-counselor ratio, procedures that are used to track stu-dents into higher-an<l lower-level courses, and processes used to provide academic support co students who are struggling. These aspects of the school structure all contribute co the achievement gap, and unlike the backgrounds of students, they can be easily modified and reformed.
I agree that there is not much that school can do for children from wealthy families because they can afford to pay extra teachers to provide extra help to them in addition to the help provided by school. Schools could do more to help poor students because their needs are so high, and they may not have private assistants and teachers like Jennifer to plan their careers, so any school help could be very helpful to them. Therefore, schools should also pay more attention to poor students.
As the comments from these two student show, some tudent have more information and a clearer sense of how .Lhe school wurks (such as the classes they need to take) than others. In addition, more affluent students like Jennifer can rely on _the resources of their parents ( private tutors and counselor
Objectively speaking, Jennifer from a wealthy family has more quality resources than other children, so she can clearly plan her future and understand what she has learned (because her family conditions allow her to hire private teachers/assistants), compared to the poor children, the gap is gradually widening. Few people are willing to help them plan their future, so they are confused about their own future.
30 UNFINISHED BUSINESS This chapter focuses on I-tow the structures of Berkeley High Sch~l cqptribute to the reproduction qf racial and social class-based inequality at the school.
The United States is an immigrant country with a multicultural society. The conflicts of race and social class have been a part of American history. In schools, conflicts of race and class will also have a great impact on the school system. As an educator, it is the duty of every teacher to ensure the relative fairness and equal rights of every student.
ow-income families spent about $880 (in 2012 dol-lars) on child enrichment expenditures, while higher-income families spent more than $3,700, already a substantial difference
This article provides a lot of data support, from which we can obviously find that different families have a big difference in the amount of money they spend on children's education. Poor families may not have enough to eat because of their children's education, while for the children of rich families, the high cost of learning is not a burden on their life. That's a huge gap, which in turn means a huge gap in school success.
Poor nutri-tion and inadequate health care have long-term effects on children's in-tellectual development. Exposure to lead paint affects children's nervous systems, resulting in hyperactivity and irritability, with long-term con-sequences for both intellectual and emotional development
Family than the rich, the poor child's family may live in a large population density, violent crime more blocks, which means that they compared the rich families are more likely to come into contact with these risk factors, this is probably why according to the data show that poor children are more likely to suffer from mental illness, and antisocial behavior.
These kinds of expenses were not unusual for the upper-middle-class families in Lareau's study. All could easily afford comfortable and reliable cars to transport their children from activity to activity. All lived in spa-cious houses in quiet, relatively crime-free neighborhoods.
For children born into rich families, they are very lucky, because they can have the living conditions that many people do not have. All kinds of activities and the luxury car at home are the source of their confidence. Their self-confidence increases in this environment, and they don't have to worry about family income, so they are more confident and successful in school
Children are more successful in school when they are able to pay at-tention, when they get along with peers and teachers, and when they are not preoccupied or depressed because of troubles at home.
It is obvious that when children don't have to worry about anything other than learning, they are able to devote themselves to learning and therefore succeed in school. As for the children of rich families, their families hardly need their worries and they don't have to worry about life. Poor children, on the other hand, may worry about the family's future income sources, siblings to care for and so on, adding to their worries by concentrating on school.
Anti-social behavior D Gap between high-income and low-income students in kindergarten E'.J Gap between high-income and low-income students in 5th grade -30 -31 Mental health problem
It struck me that wealthier students were more likely to have positive abilities, while poorer students were more likely to face negative activities such as mental illness and anti-social behaviours. This means that a student's success in school is likely to be related to family income.
Which of these factors are most powerful in determining a child's s Uc-cess in school?
There are many factors that can determine a child's success in school, but I think family income to some extent determines a child's success. Compared with those from poor families, children from rich families will have a better learning environment and they can have a good tutor. Because rich families choose to live in "rich areas", the population density is lower, and at the same time, the surrounding schools have better teacher resources, teachers will be more patient with each student.
Historically and contemporarily, U.S. public schools illustrate th · 1. · f . . . . . . e s1mp 1c1ty o reproduction-that 1s, the mdehble relat1onship between curre t d 1 . n an eventua class membership-by way of replicating class status in the superior ed t. I · · f h · h uca 10na opportumt1es o t ose wit more money If you can b f · h ·
Yes, everyone is talking about fairness these days. But why do a few people still control most of society's resources? It was accumulated by their ancestors
Racial minorities (better phrased, "global majorities")
It's a fact that surprises me, that minorities are a much larger part of America. But why do white people often control the resources and voices of society (media)? In fact, it is because they occupy a large part of society's resources and control them.
The origins of poverty among people of color-specifically descendants of African slaves-are rooted in several centuries of colorized, chattel_ 5l~ve~ with no economic reparation after its formal or informal "end." The maiontyl r
I think it requires government policies to balance this inequity. Because the power of this society is still in the hands of the few.
oor 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
As I said, America is a meritocracy, and capitalists create elites to do the work for them. While the children of the rich win the starting line, they get a large amount of educational resources and social resources, so their children are qualified to inherit their parents' industry in the future. Poor children cannot obtain high-quality education resources due to poor family conditions, which leads to their inability to compete with those rich children. This negative cycle also directly leads to the increase of the gap between the rich and the poor in society.
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.
I see many students mention China's high school and college entrance exams. I went through these two exams, which were unforgettable experiences for me. These are two life-changing tests for many people. Unlike the SAT and ACT, which can be taken several times a year, everyone can only take them in their junior and senior years. If you decide to take the exam again, you need to take a repeat class, and re-take the third and third year of middle school. The exam is relatively fair. But it is not national and it is unfair - meaning some areas are easy and others are difficult.
Multiculturalism compels educators to recognize the nar-row boundaries that have shaped the way knowledge is shared in the classroom. It forces us all to recognize our complicity in accepting and perpetuating biases of any kind
Multiculturalism is a very interesting thing for a school, because it adds different elements to the school and enriches the campus life. For teachers, they need to pay more attention to the different living habits brought by different cultures.
I learned to respect that shifting paradigms or sharing knowledge in new ways challenges; it takes time for students to experience that challenge as positiv
Difficulties are like springs. When people "push" it, it is easy to compress, but when it is difficult to "push back", it is very awkward. Therefore, for students, when they encounter difficulties, they should not think of giving up first, but think about ways to solve problems and try to solve different difficulties, which will also help improve students' confidence.
The unwillingness to approach teaching from a standpoint that includes awareness o f race, sex, and class is often rooted in the fear that classrooms will be uncontrollable, that emotions and passions will not be contained. To some extent, we all know that whenever we address in the classroom subjects that stu-dents are passionate about there is always a possibility of con-frontation, forceful expression of ideas, or even confli
I agree. Because these are very sensitive topics in society, and these social factors are always there. This causes many people to keep quiet about it, because "bringing it up" can lead to trouble, so unfair things are often overlooked.
We had not realized how much faculty would need to unlearn racism to learn about col-onization and decolonization and to fully appreciate the neces-sity for creating a democratic liberal arts learning experienc
In the most important film awards, the Oscars, the academy always gives awards to meaningful films. The story of the Green Book shows us that the society is still unequal and that African Americans still face discrimination in their lives. In school, there may be teachers who are not obviously biased against them, but have hidden stereotypes.
desegregatwn, sigmficant an bl k hildren were forced to attend schools where we when ac e . rded as obiects and nat subJe
Although integration can bring great benefits to African American children, the reality is not as good as expected. Many schools do not give equal rights to African Americans, which leads to integration failure.
Multicultural World
The United States is a pluralistic society. Due to a large number of immigrants, the United States is a melting pot of ethnic cultures. Therefore, American teachers should consider each student's different situation and social background and respect their different cultures.
Desegregation enhanced the long-term life chances of many African American students and rarely hurt white students, but the movement to complete or maintain it has largely been over for 2 5 years
It has been a long time since the apartheid system was abolished, but some discrimination still exists in the society, which is an unavoidable social problem. As teachers, there is a study to investigate the hidden stereotype of teachers. When an accident happens in school, white teachers are likely to immediately question whether black children are the main cause, while black teachers have higher expectations of black children.
Compared with a few decades ago, dropout rates have fallen, achievement scores have risen, resources are more equally distributed, children with dis-abilities have the right to an appropriate education, and black children are not required by law to attend separate and patently inferior schools
I think this is the progress of society. Although there is still a lot of unfairness in society. But when it comes to education, children should be treated equally, without prejudice or stereotype based on race or color. Some children in need of attention, the society/school/teachers are trying their best to help them.
Many issues in education policy have therefore come down to an apparent choice between the individual success of comparatively privileged students and the collective good of all students or the nation as a whole.
I think this question is very interesting. It is a kind of contradiction in education: to choose excellent students or to choose the interests of the collective and the country. I do not know how to choose between American society and American education system when the two directly conflict, but in China, China is a collectivist society, so the interests of the individual may be subordinated to the interests of the collective. In the context of "American Dream", it is a very good question whether the American dream of society or the American dream of individuals should be realized first.
their chil-dren will have a head start and other children will fall behind through no fault of their own.
I agree that it is not fair for many children. In the race to pursue the American dream, some children have won the starting line compared with those who have no fixed abode because of their good family conditions, access to better educational resources and living environment. Children without these "parental gifts" have to work harder to get the opportunities their heirs compete for.
Most Americans believe that everyone has the right to pursue success but that only some deserve to win, based on their tal-ent, effort, or ambition
The American Dream is a very broad concept. It can also be said that it is a process for ordinary Americans to realize their dreams and social values. In fact, the United States is an elite society, and most of the resources in the society are controlled by a small number of people. Therefore, it takes a lot of effort and talent to change from ordinary people to social elites.
n fact, the first time I heard it was from President Trump. "American Dream" is indeed a very big theme, because to realize the "American Dream", we need to make efforts from many angles. Education, finance, etc. I think realizing the "American Dream" is not only a personal success, but also a social success.