As a first-generation college graduate from a small town in Michigan once known as the center of the auto industry, I can personally identify with the effects a post-industrial society. As can be seen, millions of unskilled and undereducated physical laborers have found themselves unemployable. Therefore, obtaining a college education is more important than ever in today’s modern society. However, many members of marginalized cultures struggle to gain access to the resources necessary to partake in the system of higher education. Consequently, influencing adverse psychological effects involving academic achievement and perpetuating lower socioeconomic status in disadvantaged cultures. With this in mind, my passion for teaching is deeply rooted in the opportunity to serve as a cultural mediator to connect with disadvantaged learners assisting them to overcome educational barriers of academic attainment and psychological well-being. As an advocate and educator for students from diverse social communities, my plan is to research and implement activities correlated with educational support to promote upward social mobility. As an end result, I hope to be able to diminish some of the extreme inequalities individuals endure in lower socioeconomic communities. However, I have come to understand the only way I can foster this desire is to discover an environment where I am needed. I also recognize that it is impossible to single-handedly alter the status quo, however, I committed to transforming lives one student at a time. As a professional of behavioral and social science, I am fortunate to possess many of the essential tools to analyze and structure strategies to work on improving such disparities. And so, as my first opportunity to sh...
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...earners have the chance to perceive how learning can be applied to the real world. Another technique I have found to be useful includes the use of infographics, short videos, lectures, and podcast. To assess learning objectives, I will include journals, essay exams, case studies, book reports, presentations, and research papers.
As a teacher, I am committed to being a lifelong learner. My continued professional development is directly correlated with the adult learner’s experience. As an instructor, I am dedicated to being involved in the recruitment and retention of adult learners with specific goals, effective tracking systems, and timely reports of at-risk indicators. I understand that I must always be conscious of the fact that adult learners bring experiences with them, potentially negative past experiences related to school, that may call for more attention.
As Pollock states, “Equity efforts treat all young people as equally and infinitely valuable” (202). This book has made me realize that first and foremost: We must get to know each of our students on a personal level. Every student has been shaped by their own personal life experiences. We must take this into consideration for all situations. In life, I have learned that there is a reason why people act the way that they do. When people seem to have a “chip on their shoulder”, they have usually faced many hardships in life. “The goal of all such questions is deeper learning about real, respected lives: to encourage educators to learn more about (and build on) young people’s experiences in various communities, to consider their own such experiences, to avoid any premature assumptions about a young person’s “cultural practices,” and to consider their own reactions to young people as extremely consequential.” (3995) was also another excerpt from the book that was extremely powerful for me. Everyone wants to be heard and understood. I feel that I owe it to each of my students to know their stories and help them navigate through the hard times. On the other hand, even though a student seems like he/she has it all together, I shouldn’t just assume that they do. I must be sure that these students are receiving the attention and tools needed to succeed,
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
In conclusion, the Academic Achievement has been fueled by society's presets, minority students' lack of effort, and the failures of the schooling system in America. There has been some challenging setbacks, but the Gap can be fixed to create a common ground for all prospective members of America's society to excel on equally. By realizing that change can be achieved, there are little to no limits for minority students to create a better mindset towards education. Students, parents, and teachers have to be willing to work together, as well as tackle obstacles upheld by society, and the economic deficiencies that effect schools across America. This will, in turn, take America one step closer to closing the Academic Achievement Gap in America.
Over the years there has been a significant decrease in the percentage of African American male success in higher education. Not only does this effect society as a whole, but more importantly this effects the African- American community as well. The high percentage of uneducated African- American males will result in increased crime rate, shortened life span and overall hard life. However this epidemic can be stopped by looking at the contributing factors of why there is a decrease in African-American male success in higher education and how to change it. Throughout the paper I will be addressing the issues as to why there are not more black men in higher education, by looking at the contributing factors such as environmental stressors, student’s perceptions, racial identity issues, academic and social integration, family upbringing and the media. The attrition rate of African- American male students could be changed and decreased drastically. Increasing our understanding of these differences would enable us to better meet the needs of young black men.
She explains that African American and Latina/o students and their families continue to have high educational aspirations despite persistent education inequities. The culture of power as the “norm” of Whites.
As an African American male, I experienced inequality, and judgment from individuals that have no idea what kind of person I truly am. As a youth, I received a lackluster education, which has resulted in me underachieving in a number of my college classes. It has come to my attention that other colored students are currently experiencing and receiving the same inadequate learning environment and educatio...
The United States educational system faces a major challenge in addressing the disenfranchisement of youth due to poverty and racism in the schools. The U.S. Census Bureau, 2006 found that “currently about one-quarter of Blacks, Hispanics, and Native Americans are living in poverty in the U.S. compared to less than 10% of Asian Americans or Whites.” (Hughes et al. 2010, p. 2) Hughes, Newkirk & Stenhjem (2010) identified the stressors children living in poverty faced caused young adolescents to suffer mental and physical health issues which resulted in anxiety, hypertension, fear and depression. Lack of health care, neighborhood crime levels, joblessness, prejudice, and inadequate housing are among the many reasons multi-cultural youth from high poverty backgrounds become disenfranchised from the American school system. Race, racism, and poverty combine to create a triple jeopardy which severely impacts the fulfillment of the need of young adolescents to experience a sense of belonging and cultural competence. Lack of supportive environments both in school, society, work, and family life often prevent students from developing the cultural competence minority students must develop in order to become fully successful. For the purposes of this essay key issues were identified regarding the disenfranchisement of Native American youth, such as systemic prejudice and cultural bias within the school system which resulted in loss of connectedness of Navajo youth to school, teachers, and family. Galliher, Jones, & Dahl (2010) identified cultural connectedness as being the key component necessary in order to reengage the Native American student within the educational environment.
The Industrial Revolution has brought a major transformation to the American society. New technologies and advancements changed the way Americans viewed their world. Gender issues, social class, immigration, relations with Native Americans, and slavery were either positively or negatively impacted by the revolution. Nevertheless, the United States’ huge step toward progress during the Industrial Revolution made a lasting impression in American society.
How to attract and retain adult students is an enduring question for providers of adult education. Adult students must juggle competing demands on their time from study, family, work, and other commitments; their learning goals are often different from those of educational institutions and providers; and their needs and aspirations may change during the education process, sometimes as a result of it. This Brief reviews recent research related to adult student recruitment and retention and provides guidelines for recruiting and retaining adult learners.
Today's education is often viewed as failing in its goal of educating students, especially those students characterized as minorities, including African American, Hispanic, and Appalachian students (Quiroz, 1999). Among the minority groups mentioned, African American males are affected most adversely. Research has shown that when Black male students are compared to other students by gender and race they consistently rank lowest in academic achievement (Ogbu, 2003), have the worst attendance record (Voelkle, 1999), are suspended and expelled the most often (Raffaele Mendez, 2003; Staples, 1982), are most likely to drop out of school, and most often fail to graduate from high school or to earn a GED (Pinkney, 2000; Roderick, 2003).
The industrial revolution reshaped America’s cities, society and way of life in the 1800’s. America is what it is today because of this shift from farmers, craftsmen, and merchants to factory workers, working middle class, and the wealthy class. News ways of transporting goods by using canals, steamboats and trains helped jump start the revolution. The invention of the cotton gin reshaped American slavery, shifting it to the Deep South. The rise of factories led to a new working class of semi-skilled and unskilled workers. All three of these things are responsible for the industrial revolution and bring America in the modern world of today.
In my interview I had the pleasure of conversing with an individual that was not only an adult learner but now also operates as an adjunct professor for adult learners at a university. Some might not realize the parallels of adult learners and yet still there are vast differences that impact both. It was refreshing to find an individual that was able to succeed as a professional, a student and most recently a professor at the same time. My goal is to introduce you my amazing interviewee and paint a vivid picture of his journey, his growth and through his challenges along the way. Surprisingly this interaction was able to take a lot of excuses and reasons of why a person would be to busy to go back to school.
When I was born, my family had just migrated to California from Mexico. In a new country, my father worked in landscaping earning less than $4 dollars an hour, while my mother relied on public transportation to take her newborn child to and from doctor visits. In the land of opportunity, my family struggled to put a roof over our heads. But never discouraged, my parents sought to achieve their goals and worked tirelessly to raise my younger brother and I. From a young age, I was taught the importance of education; this became a major catalyst in my life. My desire to excel academically was not for self-gain, but my way of contributing to my family’s goals and aspirations.
The life of man before and after the Industrial Revolution was quite different such as, their view on children and the care they received, their views on premarital sex and their marriage patterns, and their how and where they worked. This could be seen with their differences in emotional attachments to their children, their views on having sex before marriage, and their work ethic.
The facilitation of this model allows adult learners to be active and self-directed in their learning.