BLOG 13:
SUMMARY OF PROJECT FINDINGS
WALKING OBSERVATION FINDINGS
During my walking observations of Union City I found that this community is very rich in Latin American culture. The majority of people are of Hispanic descent, although there is a large Hasidic Jewish community in the area surrounding the Jewish Community Center of North Hudson. Spanish is the language that is most heard, and it is spoken by all the age groups. English is also spoken, although mainly by young adults and teenagers. Something that stood out was that in most instances, teenagers spoke English when talking amongst themselves, however many were observed switching to Spanish when speaking to an adult figure. The restaurants of this community speak of its Latin American diversity, with a variety of Cuban, Caribbean, Mexican, and Central and South American cuisine.
Housing in this community consists mainly of two and three family homes, as well as a few apartment buildings. In some areas the homes have a nicer more maintained appearance. There is also a lot of new housing construction, mostly observed in areas where it appears that the community is being renovated. The commercial districts, especially Bergenline Avenue, seem to have a steady flow of consumer traffic. Most businesses are catered to this Hispanic community in that their services are offered in Spanish, or offer bilingual personnel. Something that caught my attention is that there is an enormous amount of daycare centers, almost on every block. This community also has the advantage of being very close to New York City, as can be observed by the skyline view in many areas. Union City has a close proximity a few of New Jersey’s major highways, and is also located near Weehawken, Hoboken, and Jersey City, which provide direct transportation to and from Manhattan. Another observation made was that although this community is so heavily populated, it maintains a fairly clean appearance. The sanitation department conducts timely pick-ups of garbage and recycling, and there are garbage cans practically on every corner.
As mentioned, various structures including City Hall and Jose Marti Middle School seem to have been renovated. The community also houses the offices of Senator Stack. Throughout the community there are a wide variety of churches of different denominations, including Christian, Catholic, Hasidic Jewish, and Jehovah’s Witnesses. There are a total of eleven public schools and a new high school and athletic complex is currently under construction
HIGH SCHOOL PROFICIENCY ASSESSMENT (HSPA) FINDINGS
The results of my study replicate the findings of previous research which have shown that Hispanics generally test below their white counterparts. The HSPA results for Union Hill High School reveal that the white population tested higher than the Hispanic population in both Language Arts Literacy and Mathematics. Although in the Language of Arts Literacy the Hispanic population tested slightly higher than the white population in the Proficient category, they tested noticeable lower in the Advanced Proficiency category, and higher in the Partial Proficiency category. Because of the small level of white students tested in Emerson, testing results were not disclosed for this group. Below are the HSPA results for both schools.
Emerson High School
High School Proficiency Assessment (HSPA)
LANGUAGE ARTS LITERACY: 2007-08 Number Tested Proficiency Percentages
Partial Proficient Advanced
Limited English Proficient Students School 49 83.7% 16.3% 0%
White School * * * *
Hispanic School 281 31.7% 68.7% 4.6%
*To protect the privacy of students, the Department of Education suppresses sufficient information to eliminate the possibility that personally identifiable information will be disclosed.
High School Proficiency Assessment (HSPA)
MATHEMATICS: 2007-08 Number Tested Proficiency Percentages
Partial Proficient Advanced
Limited English Proficient Students School 48 81.3% 18.8% 0%
White School * * * *
Hispanic School 280 42.1% 50% 7.9%
*To protect the privacy of students, the Department of Education suppresses sufficient information to eliminate the possibility that personally identifiable information will be disclosed.
Union Hill High School
High School Proficiency Assessment (HSPA)
LANGUAGE ARTS LITERACY: 2007-08 Number Tested Proficiency Percentages
Partial Proficient Advanced
Limited English Proficient Students School 52 76.9% 23.1% 0%
White School 11 27.3% 63.6% 9.1%
Hispanic School 287 29.3% 69.7% 1%
*To protect the privacy of students, the Department of Education suppresses sufficient information to eliminate the possibility that personally identifiable information will be disclosed.
High School Proficiency Assessment (HSPA)
MATHEMATICS: 2007-08 Number Tested Proficiency Percentages
Partial Proficient Advanced
Limited English Proficient Students School 52 59.6% 40.4% 0%
White School 11 27.3% 63.6% 9.1%
Hispanic School 287 40.4% 51.6% 8%
*To protect the privacy of students, the Department of Education suppresses sufficient information to eliminate the possibility that personally identifiable information will be disclosed.
The question remains, why do Hispanic students always test below their white counterparts and what can be done to bring this population’s test results to the same level. What is really troubling is the fact that the Hispanic population makes up the largest part of the community, and yet they still test below the white population. My expectations were that the Hispanic student population would test at the same level as the white student population, but this was not the case. Also troubling were the results of the Limited English Proficient Students, which revealed that a 0% Advanced Proficiency for the Language Arts Literacy and Mathematics tests in both schools. This population also tested noticeably lower in the Proficient category, and had exceptionally higher results in the Partial Proficiency categories when compared to both the white and Hispanic populations.
Thursday, August 13, 2009
Blog 11: Inquiry Project Progress
Blog 11:
My inquiry question, what role does testing play in the learning experience of English native speakers, has given me more insight into the world of teaching, and it has also taught me a lot about myself. As a future teacher, my goal is to provide my students with the tools and the opportunities necessary for them to achieve successful and fulfilling lives. This particular study has highlighted fundamental disadvantages that a large percentage of students must face in their struggle to achieve academic success. When accessing students’ academic success it is important to acknowledge the various causes of low test scores. In the case of limited English speaking students, this study has taught me that it is essential to evaluate beyond language proficiency and to examine all the factors that contribute to low testing results. When I first began this study, it’s fair to say that I was not properly classifying the student population as I should have been. My initial interpretation of an “English native speaker” was of a white student, and although I was conscience that this wasn’t always the case, I had the unconscious tendency to view students through this assumption. When analyzing the High School Proficiency Assessment (HSPA) test results, not only did my misinterpretation of the student population demographics become clearer to me, but I also began to realize that the test results revealed weaknesses in the entire student population, regardless of language proficiency.
During my walking observations, I instantly saw the impact that the predominately Latino community was capable of having on its students. When analyzing the HSPA test results and comparing them to the state standings, it became clear that the school system was in fact catered to the Hispanic majority. As an educator your hope is that your students will be prepared in enough to hold their ground when competing with students of other communities, however my study has demonstrated that this particular community is not at par with other communities statewide. This has made me more conscience of the level of achievement I, as an educator, should aim to promote in my students. This study has also shaped my understanding of public education in that I am now even more of aware of the various obstacles public educators must face. With regards to public education students, teachers must strive to motivate their students to achieve beyond the accomplishments that they and/or their communities have set. Similarly, public education educators must make every effort to encourage their students’ success despite shortcomings in the school system.
My inquiry question, what role does testing play in the learning experience of English native speakers, has given me more insight into the world of teaching, and it has also taught me a lot about myself. As a future teacher, my goal is to provide my students with the tools and the opportunities necessary for them to achieve successful and fulfilling lives. This particular study has highlighted fundamental disadvantages that a large percentage of students must face in their struggle to achieve academic success. When accessing students’ academic success it is important to acknowledge the various causes of low test scores. In the case of limited English speaking students, this study has taught me that it is essential to evaluate beyond language proficiency and to examine all the factors that contribute to low testing results. When I first began this study, it’s fair to say that I was not properly classifying the student population as I should have been. My initial interpretation of an “English native speaker” was of a white student, and although I was conscience that this wasn’t always the case, I had the unconscious tendency to view students through this assumption. When analyzing the High School Proficiency Assessment (HSPA) test results, not only did my misinterpretation of the student population demographics become clearer to me, but I also began to realize that the test results revealed weaknesses in the entire student population, regardless of language proficiency.
During my walking observations, I instantly saw the impact that the predominately Latino community was capable of having on its students. When analyzing the HSPA test results and comparing them to the state standings, it became clear that the school system was in fact catered to the Hispanic majority. As an educator your hope is that your students will be prepared in enough to hold their ground when competing with students of other communities, however my study has demonstrated that this particular community is not at par with other communities statewide. This has made me more conscience of the level of achievement I, as an educator, should aim to promote in my students. This study has also shaped my understanding of public education in that I am now even more of aware of the various obstacles public educators must face. With regards to public education students, teachers must strive to motivate their students to achieve beyond the accomplishments that they and/or their communities have set. Similarly, public education educators must make every effort to encourage their students’ success despite shortcomings in the school system.
Blog 10: Inquiry Project Introduction
Blog 10:
Inquiry Project Introduction
One of the most highly debated topics in the United States is the “immediate” need for immigrants to learn English. This can become very apparent in situations where a non- or limited English speaker resides or is employed in a largely English speaking community. However, it is also important to keep in mind that this scenario isn’t always the case. Across the United States there are numerous communities that are made up of people to which English is a second language. This opens up the topic at hand by posing the question of, if non- or limited English speakers face various obstacles when finding themselves in an English speaking environment, in what ways are native English speakers that live or work in a non- or limited English speaking community affected?
One way to reach a more comprehensive understanding of the fundamentally influential role of the community is by examining academic success in high school students. It is important to examine the many ways in which a community can effect one’s learning experience, just as it is equally important to monitor the course of action that the school system promotes in addressing the needs of its community. By doing so, it will aid in carrying out appropriate measures that will continue to promote productivity, but it will also help to identify and remedy inadequacies in the educational system. The High School Proficiency Assessment (HSPA) test is the standardized test used in the state of New Jersey as a form of assessing the level of academic performance among public high school students. Although many have argued that standardized testing is not the most accurate way of assessing academic performance, until more reliable measures of assessment can be put into place statewide, standardized testing results provide us with a breakdown of student performance as per the standards set by the state, and give some insight of academic and regional areas that need improvement.
This study will focus on examining the role that testing plays in the learning experience of native English speakers. In analyzing the HSPA results, it will be critical to keep in mind the diversity present in the student population. This is important because by outlining a student group comparison, more concrete observations can be made as to what sources contribute to differences and/or similarities in the results. These implications can then be explored further to allow for a more complete explanation of the influential factors behind testing results. In comparing student group results, certain advantages and/or disadvantages for a specific group might become more apparent. Limited English proficient students will be very significant when evaluating the results because their scores can bring to light weaknesses in the educational system and its policies with regards to English as a Second Language (ESL) placement and its established progress requirements. As has happened in previous studies, it can also be revealed that a student’s surrounding, typically one’s community and family, are what most impact academic development. All of these circumstances contribute to testing results, and ultimately to the learning experience of a student.
This study is important for many reasons; among them is the call to take a more rigorous look at the educational system. Testing results will indicate if the steps being taken to prepare all students, regardless of language proficiency, are satisfactory. It is fundamentally important that all students have an equal opportunity to do well, even if this requires implementing extra steps that will bring students that are behind to a uniform class level of proficiency. Perhaps the most significant finding that can be extracted from testing results is the basic reality that although it is important to learn the language, advancing in other academic areas is also important and must not be put aside until an ideal level of language proficiency is reached. Testing results can also suggest that other methods of evaluating student proficiency must be implemented. When looking at class progress and comparing it to testing scores, it is crucial to examine the differences that may exist and develop methods that will help close the gap.
Inquiry Project Introduction
One of the most highly debated topics in the United States is the “immediate” need for immigrants to learn English. This can become very apparent in situations where a non- or limited English speaker resides or is employed in a largely English speaking community. However, it is also important to keep in mind that this scenario isn’t always the case. Across the United States there are numerous communities that are made up of people to which English is a second language. This opens up the topic at hand by posing the question of, if non- or limited English speakers face various obstacles when finding themselves in an English speaking environment, in what ways are native English speakers that live or work in a non- or limited English speaking community affected?
One way to reach a more comprehensive understanding of the fundamentally influential role of the community is by examining academic success in high school students. It is important to examine the many ways in which a community can effect one’s learning experience, just as it is equally important to monitor the course of action that the school system promotes in addressing the needs of its community. By doing so, it will aid in carrying out appropriate measures that will continue to promote productivity, but it will also help to identify and remedy inadequacies in the educational system. The High School Proficiency Assessment (HSPA) test is the standardized test used in the state of New Jersey as a form of assessing the level of academic performance among public high school students. Although many have argued that standardized testing is not the most accurate way of assessing academic performance, until more reliable measures of assessment can be put into place statewide, standardized testing results provide us with a breakdown of student performance as per the standards set by the state, and give some insight of academic and regional areas that need improvement.
This study will focus on examining the role that testing plays in the learning experience of native English speakers. In analyzing the HSPA results, it will be critical to keep in mind the diversity present in the student population. This is important because by outlining a student group comparison, more concrete observations can be made as to what sources contribute to differences and/or similarities in the results. These implications can then be explored further to allow for a more complete explanation of the influential factors behind testing results. In comparing student group results, certain advantages and/or disadvantages for a specific group might become more apparent. Limited English proficient students will be very significant when evaluating the results because their scores can bring to light weaknesses in the educational system and its policies with regards to English as a Second Language (ESL) placement and its established progress requirements. As has happened in previous studies, it can also be revealed that a student’s surrounding, typically one’s community and family, are what most impact academic development. All of these circumstances contribute to testing results, and ultimately to the learning experience of a student.
This study is important for many reasons; among them is the call to take a more rigorous look at the educational system. Testing results will indicate if the steps being taken to prepare all students, regardless of language proficiency, are satisfactory. It is fundamentally important that all students have an equal opportunity to do well, even if this requires implementing extra steps that will bring students that are behind to a uniform class level of proficiency. Perhaps the most significant finding that can be extracted from testing results is the basic reality that although it is important to learn the language, advancing in other academic areas is also important and must not be put aside until an ideal level of language proficiency is reached. Testing results can also suggest that other methods of evaluating student proficiency must be implemented. When looking at class progress and comparing it to testing scores, it is crucial to examine the differences that may exist and develop methods that will help close the gap.
Blog 8: Unequal Childhoods
Blog 8:
In reading Unequal Childhoods, the differences among social classes are what most stand out. It is incredible to see how each individual’s life differs in so many ways, when compared to one another. I believe that the main purpose of reading these texts is to make us more aware of these differences. One of the most important traits of becoming a teacher is having the ability to distinguish the needs of each student in helping them obtain a good and beneficial education. Factors such as after school activities, parental support and supervision, living conditions and economic stability all have an undeniable effect on a child, and therefore, all become relevant when assessing a child’s needs. It is crucial to understand that a child’s education is not limited to the classroom. The experiences that a child deals with on a daily basis, directly or indirectly, all contribute to the way in which the child functions.
What is interesting about Unequal Childhoods is that the children described, while approximately the same age, all have drastically different personal lives. I find this to be important because it displays an assortment of family living conditions, and chances are that this type of variation can be found in an inner city setting. Because a child’s learning experience can be influenced by home environment, it is important to be aware of the diversity that exists in an inner city setting, as opposed to a suburban setting for example. More often than not, children that receive education in the inner city are experiencing a multitude of challenges both at home and in their schooling, which suburban children are not exposed to. In inner cities, it is common to see financial difficulties, housing issues, and families that are forced to neglect their children’s needs while trying to provide for them. Aside from the adversities they face at home, these children must also face the consequences of insufficient funding in their schools, which in turn limit the essential materials and supplies needed to provide them with the quality of education that students in other communities enjoy. In most cases even the school buildings are in such a run-down state that these children’s concentration in undoubtedly affected.
This text has already begun to help me understand the different challenges a teacher must face when teaching in the inner city. It has made me more aware of the impact a child’s personal life has on their studies. In reading this text, any assumptions I may have made about a student’s life are now more real, and this in turn has made me question the ways in which I would deal with the issues that directly affect the student’s academic development. It has also made it clear that a parent’s encouragement or lack thereof is vital in accessing a child’s motivation to succeed. Although achieving changes at home that will help support a child’s academic success will not always be possible, this book has inspired me to look for alternatives that will help me reach my goal of helping each of my students succeed. This book has also made me more aware of the advantages that some communities have over others in terms of funding, and of the activities students tend to participate in. This has motivated me to be more creative in providing the same level of opportunities that inner city students are too often denied. Being more perceptive to the factors that affect a child’s academic development, will help me to determine the ways in which to reach and provide the support necessary for each student’s specific needs.
In reading Unequal Childhoods, the differences among social classes are what most stand out. It is incredible to see how each individual’s life differs in so many ways, when compared to one another. I believe that the main purpose of reading these texts is to make us more aware of these differences. One of the most important traits of becoming a teacher is having the ability to distinguish the needs of each student in helping them obtain a good and beneficial education. Factors such as after school activities, parental support and supervision, living conditions and economic stability all have an undeniable effect on a child, and therefore, all become relevant when assessing a child’s needs. It is crucial to understand that a child’s education is not limited to the classroom. The experiences that a child deals with on a daily basis, directly or indirectly, all contribute to the way in which the child functions.
What is interesting about Unequal Childhoods is that the children described, while approximately the same age, all have drastically different personal lives. I find this to be important because it displays an assortment of family living conditions, and chances are that this type of variation can be found in an inner city setting. Because a child’s learning experience can be influenced by home environment, it is important to be aware of the diversity that exists in an inner city setting, as opposed to a suburban setting for example. More often than not, children that receive education in the inner city are experiencing a multitude of challenges both at home and in their schooling, which suburban children are not exposed to. In inner cities, it is common to see financial difficulties, housing issues, and families that are forced to neglect their children’s needs while trying to provide for them. Aside from the adversities they face at home, these children must also face the consequences of insufficient funding in their schools, which in turn limit the essential materials and supplies needed to provide them with the quality of education that students in other communities enjoy. In most cases even the school buildings are in such a run-down state that these children’s concentration in undoubtedly affected.
This text has already begun to help me understand the different challenges a teacher must face when teaching in the inner city. It has made me more aware of the impact a child’s personal life has on their studies. In reading this text, any assumptions I may have made about a student’s life are now more real, and this in turn has made me question the ways in which I would deal with the issues that directly affect the student’s academic development. It has also made it clear that a parent’s encouragement or lack thereof is vital in accessing a child’s motivation to succeed. Although achieving changes at home that will help support a child’s academic success will not always be possible, this book has inspired me to look for alternatives that will help me reach my goal of helping each of my students succeed. This book has also made me more aware of the advantages that some communities have over others in terms of funding, and of the activities students tend to participate in. This has motivated me to be more creative in providing the same level of opportunities that inner city students are too often denied. Being more perceptive to the factors that affect a child’s academic development, will help me to determine the ways in which to reach and provide the support necessary for each student’s specific needs.
Monday, March 30, 2009
Topic:
How do the evaluation standards set for minority non-English speaking students in comparison to minority English speaking students have an impact on their success? What is the success rate of minorities that have come to this country having already experienced the education systems of their native countries, versus the success rate of minorities that have solely been educated in the United States?
Interview Questions:
-What are the racial demographics within the school? (students, teachers)
-What types of tests are administered OR how are incoming non-English speaking students evaluated?
-Are there differences in class schedules between minority non-English speaking and minority English speaking students? What might these differences be?
-An overview of the ESL program /Are there sufficient resources for non-English speaking programs? (ESL)
-How is the progress of minority non-English speaking students monitored?
-Do these students become involved in activities with non-English speaking students? /How many minority non-English and minority English speaking students participate in extracurricular activities? (academic, sports)
-How involved are the parents of these students in supporting their educational growth? /How involved are the parents of these students in supporting their extracurricular activities?
-What is transfer rate of non-English speaking students to and from bi-lingual schools? Reasons for transfer on part of students and/or teachers.
-What is this success rate of students that have entered school as minority non-English speaking?
-What is the success rate of minority English speaking students?
-Comparison charts of classes and activities that minority non-English speaking students and minority English speaking students are enrolled in.
How do the evaluation standards set for minority non-English speaking students in comparison to minority English speaking students have an impact on their success? What is the success rate of minorities that have come to this country having already experienced the education systems of their native countries, versus the success rate of minorities that have solely been educated in the United States?
Interview Questions:
-What are the racial demographics within the school? (students, teachers)
-What types of tests are administered OR how are incoming non-English speaking students evaluated?
-Are there differences in class schedules between minority non-English speaking and minority English speaking students? What might these differences be?
-An overview of the ESL program /Are there sufficient resources for non-English speaking programs? (ESL)
-How is the progress of minority non-English speaking students monitored?
-Do these students become involved in activities with non-English speaking students? /How many minority non-English and minority English speaking students participate in extracurricular activities? (academic, sports)
-How involved are the parents of these students in supporting their educational growth? /How involved are the parents of these students in supporting their extracurricular activities?
-What is transfer rate of non-English speaking students to and from bi-lingual schools? Reasons for transfer on part of students and/or teachers.
-What is this success rate of students that have entered school as minority non-English speaking?
-What is the success rate of minority English speaking students?
-Comparison charts of classes and activities that minority non-English speaking students and minority English speaking students are enrolled in.
Tuesday, March 24, 2009
Ogbu, J.U., and Simons, H.D. (Jun., 1998). Voluntary and Involuntary Minorities: A Cultural- Ecological Theory of School Performance with Some Implications for Education. Anthropology & Education Quarterly, 29(2), 155-188.
This article seeks to provide more detail and perhaps clarify three key issues that Ogbu has presented in past studies. The authors begin by describing Ogbu’s cultural-ecological theory of minority school performance. They then break down minorities into the following categories: autonomous, voluntary (immigrant), and involuntary (nonimmigrant). These classifications are used to explore the differences in school performance among these groups. The final issue they address is the pedagogical implications that can be derived from the theory. They note that an understanding of the nature of the problem will offer better insight when creating strategies to improve learning.
White, M.J. and Glick, J.E. (Dec., 2000). Generation Status, Social Capital, and the Routes out of High School. Sociological Forum, 15(4), 671-691.
The study described in this article examines the participation differences in “human capital enhancing activities” among immigrants and those born in the United States. This longitudinal study focused on collecting data that measured the influence of generation status, human capital and social capital on high school sophomores. It then uses this data to study whether these characteristics have an influence on the routes taken by adolescents that have dropped out after two years of high school.
Trueba, H.T. (Sep., 1988). Culturally Based Explanations of Minority Students’ Academic Achievement. Anthropology & Education Quarterly, 19(3), 270-287.
This article reveals the need to acknowledge and incorporate the role of culture into the learning environment. Trueba examines past macro- versus micro-, and explanatory versus applied ethnographic research to make the point that differences in achievement within and between minority groups cannot be attributed solely to societal forces. He also discusses the stereotyping taxonomy of minority groups and argues that the minority categories created do not explain the different responses found between individuals of a same group that have been affected by the same social and economical circumstances. Finally, he stresses the importance of a socioculturally based theory of achievement.
Montero-Sieburth, M. and LaCelle-Peterson, M. (Dec., 1991). Immigration and Schooling: An Ethnohistorical Account of Policy and Family Perspectives in an Urban Community. Anthropology & Education Quarterly, 22(4), 300-325.
This article addresses the misconceptions that developed through the years that have suggested that in the past immigrants that came to United States somehow learned English without the help of special programs. The study focuses in on reviewing the historical documentation of urban communities during 1890 to 1920 and 1970 to 1990, particularly “the historical and contemporary schooling policies that were used to integrate immigrants in a local urban community”. The authors then examine the reconsideration of “commonsense” notions that have dominated views about immigration and language acquisition.
Gitlin, A., BuendÃa, E., Crosland, K. & Doumbia, F. (Spring, 2003). The Production of Margin and Center: Welcoming-Unwelcoming of Immigrant Students. American Educational Research Journal, 40(1), 91-122.
The study discussed in this article focuses on Kousanar Middle School and examines how immigrant students are caught in contradictory circumstances which welcome them, while at the same time unwelcome them into the school system. The authors of this article focus in on exploring various elements outside the classroom to better understand the impact they have on the students’ place within the school. The study begins by researching the history of the school, and its English as a second language (ESL) programs in which these students are enrolled. This revealed that a foundation of marginalization was already in place before this study began. The study then looked into the roles of the school system, the teachers, the community and even the students’ parents in enforcing these policies and practices. Keys factors found included breaking the racial barriers of a historically all white school, the lack of ESL curriculum materials, large class size, and the parents’ role in enforcing the assimilationist policies and practices imposed on the students. It was concluded that the placement of these students into ESL programs while including these students into the school system, they also excluded them by not allowing them to become an equal part of the school. This shows how these programs actually place these students at the margins, not allowing them to be viewed and, consequently, fully integrated into the school system with all of its benefits. This article is very insightful in that it highlights factors outside of the classroom that often get overlooked, but prove to be crucial in the way these students develop within the school.
This article seeks to provide more detail and perhaps clarify three key issues that Ogbu has presented in past studies. The authors begin by describing Ogbu’s cultural-ecological theory of minority school performance. They then break down minorities into the following categories: autonomous, voluntary (immigrant), and involuntary (nonimmigrant). These classifications are used to explore the differences in school performance among these groups. The final issue they address is the pedagogical implications that can be derived from the theory. They note that an understanding of the nature of the problem will offer better insight when creating strategies to improve learning.
White, M.J. and Glick, J.E. (Dec., 2000). Generation Status, Social Capital, and the Routes out of High School. Sociological Forum, 15(4), 671-691.
The study described in this article examines the participation differences in “human capital enhancing activities” among immigrants and those born in the United States. This longitudinal study focused on collecting data that measured the influence of generation status, human capital and social capital on high school sophomores. It then uses this data to study whether these characteristics have an influence on the routes taken by adolescents that have dropped out after two years of high school.
Trueba, H.T. (Sep., 1988). Culturally Based Explanations of Minority Students’ Academic Achievement. Anthropology & Education Quarterly, 19(3), 270-287.
This article reveals the need to acknowledge and incorporate the role of culture into the learning environment. Trueba examines past macro- versus micro-, and explanatory versus applied ethnographic research to make the point that differences in achievement within and between minority groups cannot be attributed solely to societal forces. He also discusses the stereotyping taxonomy of minority groups and argues that the minority categories created do not explain the different responses found between individuals of a same group that have been affected by the same social and economical circumstances. Finally, he stresses the importance of a socioculturally based theory of achievement.
Montero-Sieburth, M. and LaCelle-Peterson, M. (Dec., 1991). Immigration and Schooling: An Ethnohistorical Account of Policy and Family Perspectives in an Urban Community. Anthropology & Education Quarterly, 22(4), 300-325.
This article addresses the misconceptions that developed through the years that have suggested that in the past immigrants that came to United States somehow learned English without the help of special programs. The study focuses in on reviewing the historical documentation of urban communities during 1890 to 1920 and 1970 to 1990, particularly “the historical and contemporary schooling policies that were used to integrate immigrants in a local urban community”. The authors then examine the reconsideration of “commonsense” notions that have dominated views about immigration and language acquisition.
Gitlin, A., BuendÃa, E., Crosland, K. & Doumbia, F. (Spring, 2003). The Production of Margin and Center: Welcoming-Unwelcoming of Immigrant Students. American Educational Research Journal, 40(1), 91-122.
The study discussed in this article focuses on Kousanar Middle School and examines how immigrant students are caught in contradictory circumstances which welcome them, while at the same time unwelcome them into the school system. The authors of this article focus in on exploring various elements outside the classroom to better understand the impact they have on the students’ place within the school. The study begins by researching the history of the school, and its English as a second language (ESL) programs in which these students are enrolled. This revealed that a foundation of marginalization was already in place before this study began. The study then looked into the roles of the school system, the teachers, the community and even the students’ parents in enforcing these policies and practices. Keys factors found included breaking the racial barriers of a historically all white school, the lack of ESL curriculum materials, large class size, and the parents’ role in enforcing the assimilationist policies and practices imposed on the students. It was concluded that the placement of these students into ESL programs while including these students into the school system, they also excluded them by not allowing them to become an equal part of the school. This shows how these programs actually place these students at the margins, not allowing them to be viewed and, consequently, fully integrated into the school system with all of its benefits. This article is very insightful in that it highlights factors outside of the classroom that often get overlooked, but prove to be crucial in the way these students develop within the school.
Monday, March 9, 2009
Culture Collage:
My family and loved ones are the theme for my culture collage because the bonds that we share are a very important part of my life. When I was young, home was a three-story building with family on each floor. I have countless memories of birthday parties with my cousins, summers playing in the backyard, and even waking up to the sounds of my parents having breakfast with my aunts and uncles. My parents were pretty strict, so having my cousins nearby helped balance things out. I loved every minute of it, but by the time I reached high school, everybody had moved away.
Since before I can even remember, my parents would always take us to the motherland, in our case Chile. The close relationships I have with my cousins have most likely been shaped by the close relationships my parents have maintained with their generation of family. When we were young, my cousins and I would only see each other once a year. Now that we’re older we’ve gotten a lot closer thanks to the internet and the occasional trips overseas. Two major similarities that we have found in our home lives are, one: all of our parents were incredibly strict, and two: we all have a strong religious background (with the majority being Christian and there are also a few Catholics).
As it would turn out, most of my friends after high school are Hispanic, mainly South American. I guess I can attribute this to the strong connection I feel with them because of the similarities in our cultural backgrounds. Something that always seemed to surprise them was that I had never lived outside of the United States. Until I corrected them, everybody always assumed that I was born in Chile or that at some point in my life I must have lived there. We all pretty much listen to the same type of music, and of course soccer is the major, and in some cases, the only sport of choice. The most North American thing they have found about me is my interest in baseball. The friendships that I have made have allowed me to feel like myself without the backlash of feeling like an outsider. But eventually as was the case with my family, my closest friends have also moved back to South America. Like my family, we stay connected thru the internet, phone, and the occasional visit.
I think that the most important thing that my family and friends have taught me is the importance of having a strong bond. Some things in life are temporary or short lived, but this type of bond is constant remains strong through distance and time.
My family and loved ones are the theme for my culture collage because the bonds that we share are a very important part of my life. When I was young, home was a three-story building with family on each floor. I have countless memories of birthday parties with my cousins, summers playing in the backyard, and even waking up to the sounds of my parents having breakfast with my aunts and uncles. My parents were pretty strict, so having my cousins nearby helped balance things out. I loved every minute of it, but by the time I reached high school, everybody had moved away.
Since before I can even remember, my parents would always take us to the motherland, in our case Chile. The close relationships I have with my cousins have most likely been shaped by the close relationships my parents have maintained with their generation of family. When we were young, my cousins and I would only see each other once a year. Now that we’re older we’ve gotten a lot closer thanks to the internet and the occasional trips overseas. Two major similarities that we have found in our home lives are, one: all of our parents were incredibly strict, and two: we all have a strong religious background (with the majority being Christian and there are also a few Catholics).
As it would turn out, most of my friends after high school are Hispanic, mainly South American. I guess I can attribute this to the strong connection I feel with them because of the similarities in our cultural backgrounds. Something that always seemed to surprise them was that I had never lived outside of the United States. Until I corrected them, everybody always assumed that I was born in Chile or that at some point in my life I must have lived there. We all pretty much listen to the same type of music, and of course soccer is the major, and in some cases, the only sport of choice. The most North American thing they have found about me is my interest in baseball. The friendships that I have made have allowed me to feel like myself without the backlash of feeling like an outsider. But eventually as was the case with my family, my closest friends have also moved back to South America. Like my family, we stay connected thru the internet, phone, and the occasional visit.
I think that the most important thing that my family and friends have taught me is the importance of having a strong bond. Some things in life are temporary or short lived, but this type of bond is constant remains strong through distance and time.
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