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Student diversity in the classroom
Student diversity in the classroom
Student diversity in the classroom
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There are many structural equivalence models of how school context combined with class, race, gender, language, and ability status play a role in education access and opportunity. The way students perform in school can be identified by his/her engagement and attachment. Students can also be categorized by the type of student they may become the ideological feature of their racial and ethnic identities (Cater: 2005: 27). Being a female, first generation, Mexican-American, I have experienced many advantages and disadvantages in the educational system. As a result, human, cultural, and social capital has been imported in education, which is essential in student’s educational career.
To begin with, human capital has been imported in education,
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“Cultural capital maintains group identity and distinctive cultural boundaries” (Carter: 2005: 49). Being raised in Los Angeles Country, I have seen many of my friends and family struggle with the education system. I knew being a minority in this country it would be difficult to move up in the hierarchy if I did not display dominant cultural capital. Attending a low-income school where students do not feel attached or engage because they are labeled “dumb” for taking ELD (English Language Development) courses had an effect in most students. I took ELD courses up until my junior year in high school. Most of my friends tested out, so they would tease me for not testing out and receiving an “F” in the course. At the time, I reject the dominant culture for not accepting me as a Mexican-American. In fact, being in ELD courses made me feel less American. I still struggle with reading and writing both in English and Spanish because I am stuck in between two cultures. The way I socialized with my peers throughout my education journey was through the objectified cultural capital. I knew the trendy books, artwork, and music that were popular at the …show more content…
“Contemporary wisdom has it that “it is who you know” that matters in our society. Personal and social networks- whether of peers, family members, teachers or others… it has both educational and socioeconomic outcomes” (Cater: 2005: 137). Therefore, having immigrant parents that wanted to accept the dominant culture by sending my siblings and I to college was difficult. They wanted us to achieve the American dream of material success by having a multicultural navigator to guide my siblings and me. They had little education, so they did not know any Mexicans with a college degree. Until I begin my first semester at Citrus College that is when I met professors that had identical experiences as I did. I become an active club member of one of the clubs that was offered that is when I began to network with students and faculty. In fact, the faculty from Citrus College helped me apply to CSUF and other universities.
Human, cultural, cultural, and social capital has been imported in education, which is essential in student’s educational career. Wyla Tucker, an honor student with the highest self-reported grade point average, “ did not feel that either her low-income background or race would hamper her… ‘No matter where you come from just represent yourself… not where you came from.’” (Cater: 2005:
In Subtractive Schooling: US-Mexican Youth and the Politics of Caring, Angela Valenzuela investigates immigrant and Mexican American experiences in education. Valenzuela mentions differences in high schools between U.S born youth and immigrants such as how immigrants she interviewed seemed to achieve in school as they feel privileged to achieve secondary education. However, she found that her study provided evidence of student failure due to schools subtracting resources from these youths. Both are plagued by stereotypes of lacking intellectual and linguistic traits along with the fear of losing their culture. As a Mexican American with many family members who immigrated to the U.S to pursue a higher education, I have experience with Valenzuela’s
Cater, the author of the book Keepin’ It Real: School Success Beyond Black And White, became interested as of why minority students were faced with white society challenges in school systems? In her book, Keepin’ It Real: School Success Beyond Black And White, she offers an insightful look at the educational attainment in low-income urban communities. Carter suggest that these students are embraced the dominant opportunity ideology, they acknowledge the dominant cultural to obtain status and goods. However, they use their own cultural to gain status in their own communities. She conducted a research to study the importance of cultural authenticity for minority, such as African American and Latino, students. She examines how cultural authenticity influences minority students’ relationship with the values they believe are privileged in schools. Cultural authenticity reflects on the beliefs and values of everyday society. Carter questioned, why do so many African American and Latino students perform worse than their Asians and White peers in class and on exams? And why might African Americans and Latino students are less engaged in
While first-generation college students are over half of all students in postsecondary education, exclusionary practices block their admittance into elite institutions. The outliers who receive admittance to the Ivory Tower may think they have made it—that their American Dream and long-held belief in the meritocratic ethos has finally paid off. Instead, they are confronted with educational stratification and social reproduction that was stacked against them long before they received the piece of parchment granting them access. The onerous task of navigating through unfamiliar academic and social situations often results in leaving. Can first-generation college students learn how to activate, manage, and accumulate social and cultural capital to navigate elite universities?
Tara Yosso’s is a motivational, informational book that gives us an insight and awareness of how the Chicana/o students struggles throughout their education in the American society. Critical Race Counterstories Along the Chicana/Chicano Educational Pipeline, portrays how Latino students have been marginalized in the educational system. Yosso addresses the problems that might be hindering students of color to drop out of school to continue to higher education. She does this research by analyzing various situations that still happen in the K-12 educational system, as in high school, and higher education. Yosso also addresses counterstories to better understand the experiences and struggles Chicanas/os go through in their schooling. Counterstories are important to be able to know what Chicanas/os struggles go through. Also tells about the outcomes that Chicanas/os have overcome when they are in a situation were they ate being underrepresented and how they have been dealing with these unequal educational opportunities. Her book addresses, awareness of how the Chicana/o culture is being underrepresented in the American educational system. It gives an understanding of why the Chicana/o students are leaking out of the educational pipeline. It also shows the obstacles this Latino students have to face to be able to make it through the educational pipeline. Chicana/o students want to continue to higher education they have to transform the educational system and acknowledge this culture to be successful instead of setting them to failure. Furthermore, this critique will analyze the strengths and the weaknesses of Tara Y...
In the book “Academic Profiling” by Gilda L. Ocho, the author gives evidence that the “achievement gap” between Latinos and Asian American youth is due to faculty and staff of schools racially profiling students into educational tracks that both limit support and opportunities for Latinos and creates a divide between the two groups. Intersectionality, the ways in which oppressive in...
My object of study is Hispanic women experience inequality in education due to the social constructs of subordination of women and Hispanic culture. Historically women have been conditioned with a patriarchal system, which a woman’s domain should be at home, to be a homemaker. The ideology of inferiority can and will justify the deprivation of natural born rights. During the progressive area and women’s rights movement women wanted to be seen as people, they wanted to have rights to own property, negotiate wages, legal documents, access to birth control, and the right to vote, those women who had the voice to deal with these issues were white upper and middle class women. During this time Hispanic women, amongst other minorities, were fighting battles against racism, segregation, exploitation in the work force, access to a good education, and oppression through Hispanic culture. It is not just a struggle to be Hispanic overcoming the inequalities within the education system but to be a Hispanic women within the education system has greater disadvantages. This case study will investigate what forces contribute to the inequality within the education system for Hispanic women in the United States.
Stern, G. M. (2009). The 'Secondary'. Why Latino students are failing to attend college. Education Digest: Essential Readings Condensed for Quick Review, 75(1), 46-49. U.S. Department of Education, National Center for Education Statistics.
...wed as young adults almost ready for the life in society almost unfit for high school at their age. Race is another important factor that influences student’s perceptions society. Asians are expected to be more academically distinguished and stuck-up. African Americans are expected to stand lower academically and more likely to get into trouble similarly to Hispanics. All of the sometimes imagined or overgeneralized assumptions greatly influence relations within individuals and groups.
The novel “Women Without class” by Julie Bettie, is a society in which the cultural you come from and the identity that was chosen for you defines who you are. How does cultural and identity illustrate who we are or will become? Julie Bettie demonstrates how class is based on color, ethnicity, gender and sexuality. The author describes this by researching her work on high school girls at a Central Valley high school. In Bettie’s novel she reveals different cliques that are associated within the group which are Las Chicas, Skaters, Hicks, Preps, and lastly Cholas and Cholos. The author also explains how race and ethnicity correspondence on how academically well these students do. I will be arguing how Julie Bettie connects her theories of inequality and culture capital to Pierre Bourdieu, Kimberle Crenshaw, Karl Marx and Engels but also how her research explains inequality among students based on cultural capital and identity.
many barriers for Chicanos/as that cause them to struggle outside of their comfort zone because they are predisposed to have unequal opportunities in the white-dominated institutions therefore it is very important to have social capital as a means of support. This was a big deal for Chicanos/as because many of them were coming to a whole new world when they came to the United States. Getting situated was all about who they knew that could guide them in the right direction in finding jobs, getting education, and getting health care. A good example of this are the mutualistas. Mutualistas(mutual aid societies) have been maintained social networks for Mexican immigrants (Yosso 2006).Imagine this scenarios, let's say a student has interests in
The findings and recommendations point to the conclusion that social and structural support for immigrant students should be embedded in curricula where appropriate and systematically included in school and university processes starting before the school experience, continuing through the university and extending up to higher level of education from it.
I was born and raised in the United States, where I lived with my mom, dad and two brothers. More specifically, I was born in Mission Hills, Ca., where we lived for about a year before our first major move to Bakersfield, Ca. When I was a little girl, my Dad switched jobs quite a few times, requiring us to move frequently. I was not raised in one specific place, rather a bunch of different places. When I was about 11 years old, we finally settled in San Diego, Ca., where we lived in the same house for about 8 years until I moved out on my own at 19. When I describe to others I usually say I was raised in San Diego, since I lived there the longest and have the most memories of my adolescence from here. As result of all the moving, I went to
In society, education can be seen as a foundation for success. Education prepares people for their careers and allows them to contribute to society efficiently. However, there is an achievement gap in education, especially between Hispanics and Blacks. In other words, there is education inequality between these minorities and white students. This achievement gap is a social problem in the education system since this is affecting many schools in the United States. As a response to this social problem, the No Child Left Behind Act was passed to assist in closing this achievement gap by holding schools more accountable for the students’ progress. Unsuccessful, the No Child Left Behind Act was ineffective as a social response since schools were pushed to produce high test scores in order to show a student’s academic progress which in turn, pressured teachers and students even more to do well on these tests.
Social institutions are an important element in the structure of human societies. They provide a structure for behavior in a particular part of social life. The five major social institutions in large societies are family, education, religion, politics, and economics. While each institution does deal with a different aspect of life, they are interrelated and intersect often in the course of daily life. For example, for schools to be able to exist they rely on funding from the government. This is an intersection between politics and education. Social institutions affect individual lives through other aspects of society such as culture, socialization, social stratification, and deviance. This paper will focus on the social institution of education, and how it affects individual lives through socialization, deviance, and social stratification.
Socialization is the process of passing down norms, customs, and ideologies that are important to the society by the previous generations to the younger generations. The school system is a social agency that was created to enhance the processes of socialization through education. The importance of school as an agent of socialization can be best explained by the amount of time students spend in school and in activities happen around school. The manifest functions of school are to educate students the social norms, and the knowledge and skills that help them become economically productive in order to benefit the society. But students not only learn from the academic curriculum but they also benefit from socialize with their teachers and peers.