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Social and Intellectual Barriers in the Classroom
Peggy Orenstein's School Girls is a book about adolescent girls, and how low levels of self-esteem and confidence can hinder a positive self-image and contribute to poor academic performance. Orenstein compares and contrasts the experiences of girls from two different junior high schools, Weston and Audubon, and finds that factors such as family, culture, teacher attitude and social class affect girls differently. By looking at both Audubon and Weston from an academic standpoint, one would find that there are more barriers between Audubon students and education, than there are for students at Weston.
Ninety percent of the students at Audubon represent everything but "the white and the wealthy" (136): they are "African-American, Latino, Asian, or Filipino" (137). According to Orenstein, two-thirds of these students are poverty-stricken and come from lower class, and perhaps single parent households. Unlike economically advantaged school districts, lower class students are reminded daily that they will never excel beyond their current status, and will only represent or contribute to a national statistic of academic failure. Not only are the students at Audubon reminded of their race and class status, they are ignored in the classroom. In Mr. Krieger's English class, students are given a license to conduct their own lessons--lessons on conversation skills and classroom chaos: "Within fifteen minutes, however, he has mined that vein to exhaustion, and the class degenerates into chaos…one of the boys is stuffing a friend into a supply closet with the assistance of roughly half the class, while Mr. Krieger sits at the front of the room chatting…" (139). An educational environm...
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...ool, the students from both schools academically perform in accordance with what is expected of them. Because the students from Audubon come from low-income families, teachers and administrators set minimal expectations for student performance. There are more barriers between Audubon students and education because they are reminded daily that economic constraints equal underachievement; and thus, the students are being deprived of an education. On the other hand, the students at Weston Middle School have every opportunity to learn, and do--they learn how to fulfill gender roles in the classroom. The girls at Weston find passive resistance acceptable behavior because not only do gender biases exist in the classroom, they exist in the home and the workplace. Thus, these girls are taught that it is acceptable to be ignored, overpowered and reduced to just "girls."
Conley focuses on race in his article as a main concept of causing the severe differences between the two schools. Conley focuses on race as being a “socially constructed categorization of humans based on phenotypical characteristics perceived to be shared by a group, which creates relationships of privilege and oppression” (Barnes 2016). Race is often forced upon people,
In Bettie’s analysis of Mexican-American and white girls, she finds that race, gender and class are extremely crucial in the outcomes and futures of these girls. The unmentioned and hidden effects of class, race, and gender provide the explanation for much of the inequality seen between the white middle-class girls and Mexican-American working-class girls. Much of this inequality is itself perpetuated within the school system, both by the faculty and students.
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,
The essays by Jean Anyon and Jonathan Kozol explore the idea of education not being equal for everyone across the United States. For example, Jean Anyon discusses the idea of a "hidden curriculum". The hidden curriculum that her essay describes implies that the information taught and the way it is taught differs among schools of varying socioeconomic backgrounds. She and her team visited five different schools in New Jersey, with the schools being classified into working class, middle class, affluent-professional, and elite (Anyon 165-6). She then observed the classes and the way they are taught. This brought to light the differences between the way children
She’s just so weak. If she would stand up for herself, no one would bother her. It’s her own fault that people pick on her, she needs to toughen up. “Shape of a Girl” by Joan MacLeod, introduces us to a group of girls trying to “fit in” in their own culture, “school.” This story goes into detail about what girls will do to feel accepted and powerful, and the way they deal with everyday occurrences in their “world.” Most of the story is through the eyes of one particular character, we learn about her inner struggles and how she deals with her own morals. This story uses verisimilitude, and irony to help us understand the strife of children just wanting to fit in and feel normal in schools today.
Morton recognizes that the achievement gap goes much deeper than the education realm and she believes However, the students that are on the lower end of the achievement gap are caught between being members of a disadvantaged community and aspiring to be a part of the middle class. This causes them to have to adapt to the communities that they are a part of. This act of adapting to the difference in normative expectations is what Morton refers to as “straddling the gap” or “code switching”. These students not only have to navigate differences in language and dress codes but they have to switch dispositions to ones that are unfamiliar to them, which can come into conflict with those at home (Morton 276).
In public schools, students are subjected to acts of institutional racism that may change how they interact with other students. In the short story “Drinking Coffee Elsewhere” by Packer, readers are allowed to view firsthand how institutionalized racism affects Dina, who is the main character in the story. Packer states “As a person of color, you shouldn’t have to fit in any white, patriarchal system” (Drinking Coffee Elsewhere 117). The article “Disguised Racism in Public Schools” by Brodbelt states “first, the attitudes of teachers toward minority group pupils” (Brodbelt 699). Like the ideas in the article “Disguised Racism in Public Schools” Dina encounters institutionalized oppression on orientation day at Yale.
Returning to his old high school after having had graduate ten years ago, Shamus Rahman Khan came in with one goal: to study the inequality of a school that claims to be more “diverse.” St. Paul’s School located in Concord, New Hampshire claims to have become more diverse over the years, accepting people of different racial backgrounds and social classes to their prestigious boarding school. However, as described in his book, Khan found that this claim made by the school is false. He also found out that the elite that used to attend his school is not the same as the elite attending it now. Nonetheless, it was the elite that were succeeding because they were the ones who could afford the school, had family linages that already attended the school, and mastered “ease” which made them privileged in society. Separating his book into five different chapters, each focusing on a different topic that helps support his claim, Khan describes this change in elite and the inequality that still accompanies St. Paul’s. In the introduction to Privilege: The Making of an Adolescent Elite at St. Paul’s School, Khan states the three most important points he will refer to during the rest of the book: hierarchies are natural and can be used to one’s advantage, experiences matter more than inherited qualities, and the elite signal their status through ease and openness. These are discussed thoroughly in throughout Privilege.
Kauffman, J. M., & Landrum, T. J. (2013). School and Culture. In S. D. Dragin & M. B. Finch
This book is trying to show the struggle that many young girls experience and the reasons to why the adolescence years to prove to be such a period of, underachievement, anger, and pain in the lives of girls who can be bright and talented girls. A few of Mary Piphers points that she stresses throughout the book are, girls today are much more distressed, anxious, and uncomfortable than before. The society in which they are coming of age is more dangerous, sexualized, and media saturated, the culture is indeed a girl poisoning one.
The high temperature application of Austenitic Stainless Steel is somewhat limited because at higher temperatures it undergoes a phenomenon called Sensitization. According to Ghosh et al. [1], it refers to the precipitation of carbides and nitrides at the grain boundaries. Precipitation of Chromium rich carbides (Cr23C6) and nitrides at the grain boundaries result when the Austenitic stainless steel is heated and held in the temperature range of 500-8500C (773K-1123K). This precipitation of carbides taking place at the grain boundary is because of their insolubility at these temperature ranges. This leads to Chromium depreciated regions around the grain boundaries. So the change in microstructure is takes place and the regions with low Chromium contents become susceptible to Intergranular Corrosion (IGC) and Intergranular Stress Corrosion Cracking (Alvarez et al.) [1, 2]. Along with carbides and nitrides there is formation of chi phase. The chi phase, which is a stable intermetallic compound, consists of Fe, Cr, and Mo of type M18C. Some studies reveal that sensitization may lead to formation of Martensite. In addition to the altered microstructure, mechanical properties of the Austenitic Stain...
Advancement of processing techniques in late 1960s and early 1970s led to the fabrication of modern duplex steels. Introduction of vacuum and argon oxygen decarburization (VOD and AOD) was the main factor that led to this massive development in duplex steels during this period. By the advancement of these techniques it was possible to achieve steels with low carbon content mixing with high nitrogen and chromium contents in balance with austenite and ferrite. This eliminated lot of shortcomings in old duplex steels. The alloy content provided a resistant to corrosion while duplex microstructure contributed to prevent chloride stress cracking under severe conditions. And these duplex steels possessed good weld ability also.
The lower class student’s major issue with learning in class is a shortage of confidence based on real or apparent weakness in the home environment. These students often feel undesirable. They are very aware of the class in which they come from and of the place and position people classify them under, they often feel the urge to hide their background. Students that are categorized in this particular class frequently come to school with a lower level of academic skills and involvedness than their peers that are categorized in the midd...
Phoebe Prince’s story is a devastating wake-up call announcing the necessity of a self esteem classes. Her story is too common around America’s high schools. Girls with low self esteem are affected in all areas of their lives including relationships with family members, teachers, and friends. Even though the low self esteem may stem from circumstances involving the teen’s family, there are resources that can help teens if the school will open the door to providing these tools to teens through classes. These classes may be the ticket helping the Phoebe Prince’s of the world to feel like they have something to live for after all.
1997Argon and Inland steel corporation limited developed the electromagnetic casting process.It reduces the cost and energy expenditures in steel production.