29 Matching Annotations
  1. Nov 2022
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    1. During a period of growth and identity development, such disciplinary measures impinge on students’ abilities to form positive self-concepts unen-cumbered by others’ assumptions and limitations. By mandating narrow ways of being and thinking, they also reinforce assimilationist imperatives and exclusionary campus climates. In their most extreme cases, some forms of control foster violence and death based on race, gender, and sexuality (see Fragoso 2003; Marquez and Brickenbrough 2013).

      There is a correlation between exclusivism and coercive supervision and watchdogging. A system of coercive control allows students' ideas of self to be suppressed, which can create a belated outburst that is treated as a rebellion in society, but is actually a confrontation, a fight for a freer life. But this force is too strong and can also lead to the beginning of oppression within them. For example, the common mischief of a collective is to resist oppression, but if a few of them want to take it easy and don't want to fight so fiercely, then they will be excluded from the collective and they will be treated differently.

    2. Given sexualized media representations where girls and women are evaluated by their bodies and clothes, some may support dress codes as a way to combat sexist and consumerist media pressures. 3 Unfortunately, schools such as SCHS do not make this case for such restrictions or provide students with opportunities to deconstruct media representations. Instead, SCHS emphasizes “decency and good taste”—subjective constructs that are infl uenced by multiple factors, including age, generation, culture, religion, and socioeconomic status.

      My concern, however, is whether the uniform dress code will inhibit cultural exchange to some extent. With the American uniforms made in American schools, this would make it easier for locals to adapt to such a dress code, but it would be unfriendly to some people who are very different in their dress code habits, which would also inhibit their influence in spreading the culture of dress at the high school level in terms of clothing.

    3. In schools through the 1950s, White middle- and upper-class researchers and educators often used both biological and cultural defi ciency arguments to explain differences in educational outcomes (Gonzalez 1990). For example, proponents of biological arguments believed that Mexican American stu-dents were predisposed physically to perform agricultural labor and lacked the mental capabilities to excel in academically rigorous courses (Gonzalez 1990).

      It makes sense that the sports and habits spawned by different cultures allow people in each region to have activities and labors that they excel at. Each country has its own major export goods, and this is because they are good at making these products. Then when education brings people from different cultures to the same context to move together, it is akin to having fish come to land to move and lions chase zebras in the grasslands.

    4. istening to students is more telling.

      In the last reading I noticed that the reading stated a lot of girls who were reluctant to voice their opinions, who kept silent and suppressed the expression of their talents. This is because the school environment makes them not inclined to choose to become smart, which might make them be treated as nerds by others rather than popular and sexy women. Teachers for the most part seem to turn a blind eye to this phenomenon, and their indifference leads to many problems. So listening to the true voice of the students would be a great way to really solve a lot of problems.

    5. “like a prison”. Wrought iron gates enclose it, several security guards patrol it, and occasionally drug-sniffi ng dogs scour it. Such security and punishment are part of what has been called a discipline regime in public schools

      I was in a similar situation in high school, as special circumstances arose and we had to receive strict supervision for students living in the school. The power was cut off on time, we had to go to bed after the power was cut off, and if we were caught walking on the floor, we were reprimanded by the whole school and broadcasted to the whole school. This life gives me a lot of bad thoughts now, but at the time I didn't think about these things.

  3. Sep 2022
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    1. Why are people poor? Most notably, why do the same groups of people te~d to endure poverty from generation to generation?

      Poor families cannot provide their children with the ideas that will make them rich. Poor environments, poor parents, and poor resources do not give rise to the idea of knowing how to become rich; they only teach their children how to remain poor. For most poor people, getting their children into top schools and getting the best grades is the only way to climb the ladder. But those who know better know that schools only turn students into social screw-ups. The fact that they are always working means that they are always making money for others, and the real money makers are the bosses and CEOs.

    2. Why do poor students perform poorly?"

      "Why do poor people perform poorly?" is a question that I actually don't think can be solved by education immediately, or even that education is not a method. Why there are poor people and rich people, because the world's resources are limited, someone gets a cookie will definitely someone lose a cookie. Eighty percent of the world's wealth is in the hands of the twenty percent, and the remaining eighty percent can only share the remaining twenty percent of resources equally. Great inequality of resources. The state provides 12 years of free education, but education does not teach the poor how to get a way to make the leap and become rich, the purpose of education is to shorten the distance between the rich and the poor.

  5. Apr 2022
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    1. As much as I enjoy teaching, I might enjoy learning from the students even more.

      Education and learning are essentially the same. You are teaching someone and you are learning

    2. No Child Left Behind until eventually we were put into a transformation model for Race to the Top money. Because of these stresses, the administration and teaching staff constantly shifted, and this hurt the student body, which was becoming increas-ingly poor and lower skilled

      Most educational goals these days are to run in the direction of money

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    1. Parents intervene in specific areas, such as personal grooming, meals, and occasional chores, but they do not continuously direct and monitor their children's leisure activities.

      This is what most parents do. Parents need to give their children some privacy

    2. Like other middle-class families, the Williamses often engage in conversation that promotes reasoning and negotiation.

      The middle class uses concerted cultivation, they really value their relationship with their children, they like to keep communicating with them

    3. The three class categories conceal impor-tant internal variations. The Williams fam-ily (black) and the Tallinger family (white) have very high incomes, both in excess of $175,000; t

      The middle class makes good use of concerted cultivation, while the working class and poor families tend to achieve the natural growth.

    4. black working-class and poor adults

      Although families from different social positions have some important things in common, social status makes a significant difference in the daily routines of children's lives. Black and white middle-class parents co-parent their children

    5. iddle-class parents engage in concerted cultivation by attempting to foster children's talents through organized leisure activities and extensive reasoning. Working-class and poor parents engage in the accomplishment of natural growth, providing the condi-tions under which children can grow but leaving leisure activities to children them-selves.

      In these families, parents actively nurture and assess their children's talents, insights and skills. They arrange a variety of activities for their children. They reason with their children. They hover around their children and do not hesitate to intervene in matters outside for the sake of their children

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    1. No parent wants to be called to come in and talk about how his or her kid is underachieving or getting into trouble. However, I think that if a teacher had made some small attempt to communicate with my mother in a positive manner, perhaps a letter inviting her to come to the school or just an invitation for a letter in reply, it would have been a great step toward earning my mother's respect and trust.

      I think it's a very wrong choice to ask parents to come to school. Both parents and children are under considerable pressure.

    2. Some parents don't come to school because of a hectic work or personal schedule

      In my country, there is a parents' meeting every year, so all parents have to attend. Each time, several parents were unable to attend because of work.

    3. Still, all in all, life was great. My parents loved me, and I got along with my younger brother. In fact, the biggest downside to being poor was that my mom and dad had to work really hard.

      When a person is poor and has nothing, family or friends are the hope that keeps people going.

    4. ling-artist poor. I mean poor as in working as hard as you can your whole life and still living week to week and check to check. Have you ever been that kind of poor? I have.

      I have not experienced real poverty, but I have experienced debt. Debt is like a heavy stone that weighs you down.

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    1. And that's exactly what it felt like being told you're poor without being ready for it. I had no idea-absolutely no inkling whatsoever-that I'd spent the last eight years in poverty

      People should not say that a person is poor, because poverty is not used to denigrate a person. Some people are poor, but they have dreams and work hard. One should not laugh at a man who has ideals

    1. Teachers can further exacerbate poor students’ feelings of inadequacy through the tasks they assign and experiences they provide.

      It is difficult for teachers to treat students differently, they may not have so much energy to take care of poor students. After all, teachers don't spend much time on how to get along with disadvantaged students

    2. The United States has long prided itself on the belief that anyone can succeed in this country

      I also heard this a lot. My father told me that America is a country full of opportunities, and we need to strive for opportunities by ourselves.

    3. Students from low-income backgrounds are less likely to have access to medical care, which can allow vision, dental, hearing, and other health ailments (including asthma) to go untreated.

      Poverty can even affect a person's physical and mental health, and some poor students may not even be able to afford insurance. I think for these poor families, the country should introduce relevant policies to protect their health

    4. The National Center for Children in Poverty reports that children living in deep poverty (children living below 50% of the poverty line) is on the rise, meaning schools will educate children in poverty at a rate they have not seen in decade

      How to improve the quality of education is an arduous task for every country. Most educational institutions offer some subsidies, such as scholarships, to poor students.

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    1. udies of risk and resilience in children have shown that family income correlates signifi cantly with children’s academic success, especially during the preschool, kindergarten, and primary years

      The richer the family, the better education the children have, the better their academic achievement is

    2. Emotional and social challenges

      Poverty can be lived through, but the psychological trauma of poverty is unforgettable. When people can't enjoy the same treatment as their peers they will leave a shadow, they will become less and less confident, low self-esteem.

    3. Situational poverty is generally caused by a sudden crisis or loss and is often temporary. Events causing situational poverty include environ-mental disasters, divorce, or severe health problems

      Many people have not experienced the sudden transition from rich to poor, and most people can't accept it. I have friends who are suddenly broke and have a hard time adjusting to being poor

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    1. magine David at fifteen, six foot two, wearing the adolescent attire of the day, passing adults he doesn't know on the sidewalk. Would the women hold their purses a little tighter, maybe even cross the street to avoid him? Would he hear the sound of the automatic door locks on cars as he passes by? Would he be followed around by the security guards at the local mall? As he stopped in town with his new bicycle, would a police officer hassle him, asking where he got it, implying that it might be stolen? Would strangers assume he plays basketball? Each of these experiences would convey a racial message. At seven, race was not yet salient for David because it was not yet salient for society. But later it would be.

      When people are kids, they don't have racial divisions, they just play together for fun. Later, some media and education gradually led to racial discrimination

    2. FOUR Identity Development in Adolescence "Why are all the Black kids sitting together in the cafeteria?" WALK INTO ANY RACIALLY MIXED HIGH SCHOOL CAFETERIA AT LUNCH-tune 3:11d you will instantly notice that in the sea of adolescent faces, there is an identifiable group of Black students sitting together. Con-versely, it could be pointed out that there are many groups of White students sitting together as well,

      When I first walked into the UCI classroom, there were students from different countries and colors. I felt nervous at first because of different skin colors, different cultures and different languages. It's hard for me to fit in.