I think step-by-step studies that control variables are important. It is precisely because of the various details of the research objects that we pay attention to that determine the rigor and objectivity of our research. We can also count them on a large scale in the future. thereby completing the objectivity of the entire study

I think it is precisely because of the different environments that we can more objectively observe the changes in the children of a family in different periods. This way we can see whether the child's own changes have a lot to do with the family. It is precisely because of these differences that they lead different lives.

Stereotypes and body image also weigh heavily on them. Regardless of gender, they are required to have a body that they think looks good, otherwise they will make jokes at home that make you sad, intentionally or unintentionally, as if just because you gain a little weight, the whole world will leave you and you will be The whole world is abandoned. They ask you to do your best in everything, and your children never stop for a moment. They don't have time to look at the world around them, and they don't have time to enjoy campus life. Everything should be the same as a robot. What they think is good is good, but when they ask for it, it becomes wrong. They will only tell you with what they have given, and you are not qualified to refute what they have given so much.

Strict gender roles and expectations, their own daughter has very strict requirements and does not feel that her daughter should succeed. Rather than success, they think that success is when their daughter marries a good man. This is actually very abnormal. After working hard for more than 20 years to get close to the best university and get the best job, they are required to be successful only if they are married. This is really unreasonable but true.

I think family stress really affects a child throughout his or her life. When their parents ask them to get into a good university without considering the setbacks in the process, a child can only face it alone. Because they only see what they have paid but not what their children have borne under their pressure and effort. They often lose their best childhood years. When they still fail to get a good result after working hard, they will be swept away by the previous pressure again and press them harder on the beach.

They want to build a community where people in their own circle can speak freely and develop as they please. The original intention is good, but I think it will only get harder and harder in the future. Because this method of not communicating with the outside world is not feasible. From an early age, this is why we have to go to school instead of being educated at home. Generally speaking, if a country closes itself off, it will only lead to the country's regression. I wonder if we need a hundred flowers to bloom internally, but we also need to learn knowledge from the outside that is in line with everyone's thoughts and progress.

I think it is unfair for parents to require their children to inherit and follow the traditions and faith values of their motherland. Parents can teach their children their traditions and beliefs, but they should have the right to choose whether to follow their beliefs or not. Good traditions and values are of course helpful to their growth.

I think such a bilingual family is the most perfect situation, because both parents can speak two languages at the same time, so that the child can be fluently exposed to the two languages and can learn the communication methods of the two languages. He has mastered both languages at birth. language. This is the state that many bilingual families most hope to achieve. But more often than not, children can only master the language wherever they live. But when bilingualism occurs in a family, children naturally become bilingual.

I believe that non-verbal elements are very important in bilingual work, and they play a decisive role in situations where language barriers do not exist. People only go back and remember the meaning of each word after they understand it. I think fluency can only be required after understanding, and after that, mastery.

Schooling plays a particularly important role for immigrant youth, as it is the key interaction that brings them into contact with their new society, and it plays a key role in their socialization and adaptation to their new cultural environment. Today immigrant children spend the majority of their day in school, more than at any other time in U.S. history, so schooling is critical.

I believe that the need for educational institutions to adapt and evolve is emphasized here, and that schools must work harder to develop students' cognitive skills, competencies and interpersonal skills. The goal is to prepare young people to respond effectively to the complexities and variations of society and life. Schools can ensure that students are equipped not only with academic knowledge, but also with the competencies and skills needed to adapt to the fast-changing world in today's fast-paced changing society.

These questions question the impact of the lives of young newcomers. The question of whether there are differences in the experience of migration between genders is raised, suggesting that boys and girls can have different ideas and understandings of the journey.

The representation of immigrants in the U.S. is discussed here through a variety of cultural and academic mediums, emphasizing that too little attention has been paid to our understanding of adolescent immigrants, and that immigrant children, who currently make up about 15 percent of the total U.S. population, are the fastest-growing segment of the youth population. It is projected that by 2040, one-third of U.S. children will grow up in immigrant families.

Discussed here are the ways in which the story of immigrants in the United States has been presented in various forms of media and scholarly works, including family narratives, legends, poems, folk songs, novels, memoirs, films, history and civics textbooks, and academic studies.

The passage provides an overview of the history of immigration to the United States, emphasizing four key stages: the initial migration of Native Americans from Asia, the arrival of European colonists in the 17th century, the forced migration of African slaves prior to the Civil War, and the migration of mass slavery. From the end of the Napoleonic Wars through the Great Depression, there was a massive influx of European immigrants.

This statement reflects the speaker's frustration with the reality that the speaker's parents are reluctant to interact with the speaker's teachers or participate in school activities due to work commitments or limitations in understanding how to participate in the educational system. The challenges faced by families under economic pressures are numerous, financial pressures and life burdens prevent parents from investing a lot of energy into their children's education and lives, it is not that they don't want to be involved in their children's upbringing it is that the burdens of life don't give them a chance to breathe. Lack of parental support and encouragement can lead to low self-esteem due to anxiety caused by family financial pressure and lack of love. The cyclical pattern of economic hardship impeding educational support perpetuates the disconnect between poor families and educational institutions.

This paragraph provides an insightful description of the psychology and impact of poverty on students in the school environment. It conveys deep-rooted societal attitudes that equate economic status with personal worth, leading to feelings of inferiority among the economically disadvantaged, as well as affecting social interactions and academic recognition. This experience of social exclusion based on economic disparity highlights the wider social problem of economic prejudice and its profound impact on children's self-esteem and social development. We need to be more informed and aware of how sensitive groups recognize how socio-economic factors affect interactions and perceptions in educational settings.

This segment discusses the complexities that can arise in educational settings regarding parental involvement. Act reflects on the various challenges that students face due to lack of parental support. Examples include parents not attending school events or not signing academic records, which are often interpreted as a lack of commitment to a child's academic life. It may not be that parents are irresponsible or do not keep their promises, but rather that heavy workloads or other constraints limit their involvement in their children's educational activities. Do not make hasty judgments about families and emphasize the need for empathy in assessing students.

It reflects the warmth that families give to their children and the positive attitudes towards life, despite economic difficulties. The strength of family bonds and the emotional support of family members is crucial. The speaker appreciates the love and relationships with parents and siblings as providing the basis for happiness and stability. The main drawback was the financial burden of hard-working parents, which emphasized a common aspect of poverty, namely that hard work is a necessity and not an option.

The sense of powerlessness that economic stability remains elusive despite constant effort and hard work is expressed here. This severe poverty is contrasted with the state of poverty that everyone reviews and flirts with. I believe that many people can empathize with the state of not being able to make ends meet through repetitive work day in and day out, but few people truly understand the harshness of reality.

This is what we have to face to improve the quality of teachers. Graduating from a prestigious school does not necessarily mean a responsible and quality educator. What we need to see more is the feedback of students. To see what students need rather than what we hope they need.

However, it is becoming more and more difficult to realize the American dream. For poor local families, I don’t see any way for them to rise up in class other than studying and having innate talents. So if everyone can succeed, why are there so many billions of people still struggling with poverty? I believe that learning is the only way to jump across classes.

It is true that sometimes blindly being fair will only affect students, and teaching students in accordance with their aptitude is the best solution. Sometimes what students need is not absolute fairness but mutual respect for people and equality of human rights. This does not mean that class will suppress people, but class does have an impact.

Therefore, some people think that the success of private schools is deserved. This is also a very difficult part of public schools, and it is also a great thing. Students who have been abandoned by private schools, students whose families cannot provide help, and students who come from poor backgrounds. All these negative factors will affect the ratings of public schools. But this is also the school that society needs most. Most people cannot afford to go to private schools, and studying is their only way out.

This class gap will indeed make students feel inequality and disparity. However, in the study of knowledge, the students decide what can be learned. In this aspect, it is fair. It does not mean that he can learn more just because he is rich, nor does he learn more because he is poor. I cannot know what the teacher taught me. No matter how much effort you put into learning this aspect, there will be equal rewards. Therefore, learning is the simplest and fairest way to make a positive leap.

I believe that teaching students in accordance with their aptitude is the highest realm of education. It is indeed very difficult but we can work harder to get closer to this aspect. On a smaller scale, you can pay attention to why students failed to complete their Homework several times. Generally speaking, why should we choose the major we like? These are very meaningful things for students.

I think this is also relative. The average level varies depending on the region. We have no way to use economic level to comment on the happiness of a family. Moreover, the economic level in the suburbs is lower than the average level in the city, and life in the suburbs may even be more nourishing and happy.

I think the homeless people on the street should be regarded as absolutely poor. They have no clothes, no food to eat, and no place to clean. Survival is a problem every day, and there is no time to think about how to achieve class advancement.

As I wrote in a book a few days ago, there are only three ways to turn around in this situation. Reading, learning and increasing knowledge. Only with certain success in the academic field can you have the opportunity to break out of the class. Second, just as divorce above can lead to poverty, marriage can also escape poverty and achieve class advancement. In China, this often occurs among traditional women. Marrying into a good family is still the wish of some Chinese families for their daughters. The third type is that if you are reincarnated well, your class will be determined at birth.

The divorce was indeed unexpected, but when I think about it, it makes sense because it is a huge blow to my property and spiritual world. But compared with divorce, I feel that environmental disasters and health problems are more sudden and unprepared.

I think the quality of teachers and the atmosphere of the school can be improved through the following points. Create an inclusive learning environment: Teachers should create an inclusive learning environment that encourages students to express their own personalities and perspectives while respecting and accepting expressions from different cultural backgrounds. Provide personalized support: According to the needs and backgrounds of different students, teachers can provide personalized support and guidance to help them overcome the difficulties caused by cultural differences and better adapt to the learning environment.

This situation reminds us that the impact of different cultures and backgrounds on individual behavior needs to be taken into account in assessment and educational settings. Teachers need to understand and respect the behavioral expressions of different cultural backgrounds to ensure fairness and effective development of students. At the same time, educators can also help students overcome the difficulties caused by cultural differences through education and training, and encourage them to demonstrate their abilities and potential.

I believe this behavior reflects the influence of culture and social environment on individual behavior. In this example, Latina girls may have been influenced by traditional gender roles, causing them to display characteristics of reserve and modesty in mixed-sex settings. This actually inhibits the expression and growth of female students' creativity and interpersonal skills.

This is what the best teachers strive for. Keep students interested while teaching them the lessons they should learn and motivating them to explore deeper research through their own interests.

The psychology of skipping classes is clearly described here, and there are many examples around me of students skipping classes not because they are lazy or don't like to study, but because they find the classes boring or have a bias against the professor's teaching style. On the contrary, they will continue to take classes that they find interesting even if they find them difficult or tiring. This is where the interaction between the teacher and the students and the way they are taught is crucial.

It is discussed here that U.S.-born students attempting to assimilate into the culture will often distance themselves from their academically focused peers, more often those from immigrant or bilingual backgrounds. In this case, the role of the teacher is very important as they can facilitate the student's academic success by nurturing or giving encouragement to the student.

The difficulties and challenges that ESL students from Mexico face in U.S. education are discussed here, particularly the transition from ESL to honors programs. Despite their success in Mexico, only a small percentage of students have access to secondary schools, but many of these students' abilities are severely underestimated due to the low priority given to the education system in Mexico. This misidentification may affect students' futures and therefore their perceptions of education.

I believe that segregating students based on their cultural and linguistic differences may lead to unequal educational attainment. I believe that by placing students on different tracks, schools can unintentionally limit interactions between different cultural groups and amplify stereotypes. This can have an impact on students' self-esteem.

I think it's very productive to have your name mispronounced. There are students from different countries at the university, and each country has a different culture and pronunciation. My name is pronounced in Mandarin, and I recognize that a lot of Chinese is very difficult to pronounce, just as I sometimes have trouble pronouncing other people's names, so it's important to understand each other.

It’s hard for me to imagine that they would have any appropriate solution to this problem at that age. I believe the best thing is to tell their parents. But this must be a small number. If they endure it silently, I think it will have a bad impact on their lives. And this part of the impact is completely unnecessary. People are created equal, and no one deserves to be bullied.

It’s hard for me to imagine that they would have any appropriate solution to this problem at that age. I believe the best thing is to tell their parents. But this must be a small number. If they endure it silently, I think it will have a bad impact on their lives. And this part of the impact is completely unnecessary. People are created equal, and no one deserves to be bullied.

Cultural identity and social pressure: In some cultures or communities, there are standards for identifying with a specific culture or ethnic group. Pursuing conformity to these standards may bring a sense of identity and recognition, while going against them may lead to exclusion or discrimination. I think this is very unfair to those students who have excellent academic performance. Another aspect is group pressure and identity crisis: Children in adolescence are often accompanied by the exploration of self-identity and group identity. Some people may feel pressure from peers or society, trying to find their own identity in the group. Location. In this case, if there is discrimination or lack of recognition of the label, they may give up their advantages and move towards a mediocre future that can be recognized by the group.

By actively exploring group identity, individuals can enhance their sense of self and group identity and better understand the strengths and resources of the group to which they belong. I agree with this view and believe that actively exploring group identity is important for individual development and growth. By gaining a deeper understanding of the groups to which they belong, individuals can gain a clearer understanding of their identity and value, thus enhancing their self-confidence and sense of self-identity. In addition, understanding the strengths and resources of the group can help individuals better utilize the collective strength to achieve the common goals of the individual and the group. Therefore, I believe that actively exploring group identity is an important part of individual development.

Group identification can provide psychological protection to individuals and help them better cope with stigma and discrimination. Tajfel and Turner (1979) proposed an integrative theory of intergroup conflict, emphasizing that group identity plays an important role in mitigating intergroup conflict.

A seminar series was designed to promote critical consciousness among professors, originally open to students but later restricted to encourage frank discussion.

The author experienced a disconnect at Oberlin College, observing a lack of understanding among professors about what constitutes a multicultural classroom.

During the first seminar, white professors made remarks that were considered harmful, causing students to leave and sparking further discussion college-wide.

To address these issues, professors from other institutions were invited to discuss how to teach in a way that enables multicultural education.

During the first seminar, white professors made remarks that were considered harmful, causing students to leave and sparking further discussion college-wide.

Prominent academics, like a Princeton professor, were invited to talk about decolonizing the curriculum, indicating a move towards more inclusive educational practices.

It's observed that when educational strategies supported by sound research are applied—like integrating poor children with their more privileged peers or adopting methods used in more privileged settings—there are improvements in performance and success rates.

The author notes that desegregation has improved long-term outcomes for African American students without harming white students, yet the movement towards desegregation has stagnated for over 25 years.

At times, policymakers have made decisions without empirical evidence or based on conflicting assessments, indicating a lack of clear evidence-based direction in policy formulation.

Reforms in school financing have expanded educational opportunities for poor children without negatively impacting those who are better off. However, equity in school funding has varied, often depending on the intervention of the courts.

The paradox lies in the ideological choice that the success of one individual can partly depend on their background, which challenges the ideal of equal opportunity.

The passion and significance attached to educational debates make them persistent and heated.

Educational controversies are seen as part of broader disagreements about the goals of the American dream and often reflect a conflict between individual and collective good.

I like how the passage ends with a note on the urgent need for the "great equalizer" to effect change, suggesting that progress has been slower than desired.

Public education is conceptualized by Mann as the most significant means to mitigate class prejudice and provide a platform for all societal members to gain equal opportunity.

Mann criticizes the wealthy for preferring private over public education, thereby failing in their social responsibilities.

The author notes Mann’s reaction to societal injustice, sparked by witnessing a street riot, leading to his belief that the educated and wealthy were morally astray for neglecting public interests.