Book Review: Race, Class, and Gender in the United States Leigh Anne Haygood August 10, 2010 Liberty University HSER 509 Dr. Nicole Cross Rothenberg, P. (2010), Race, Class, and Gender in the United States. New York: Worth Publishers. Abstract Rothenberg paints an oppressive picture for women, the financially oppressed and minority members of society. The author presents compelling essays of race, gender and class which examine the social construct of each issue. Race has been defined as the primary determinant of human traits and capacities and that racial differences produce an inherent superiority of a particular race.
James banks defines it as a “process of restructuring the culture and the organization of a school to bring about education equality and empowerment” (Banks, 40-41). The influence of environments in achieving a greater outcome in students’ well-being was a challenge to reconstruct social structures. Gender bias does not only start at home or accepted but it also takes place in the school environment. Wellesley was founded on traditions and morals, which eventually effects the view of the institution. Within the movie, student’s former traditions and generations that are passed down creates obstacles.
The impact that diverse cultural backgrounds have on my school is that our school is from a predominantly low socio-economic status and racially incudes white, Afro American, Spanish, and Oriental cultures. The challenges teachers face in teaching such a diverse makeup of students is to ensure their lessons are structured to reflect the student differences. It is crucial for teachers to seek out and acknowledge the cultural differences among their students so they are better able to consider their students’ prior knowledge and experiences when planning their lessons. The recognition of a student’s cultural differences provides a positive basis for effective learning, and a “safe” classroom environment where all
Should homework be banned? Schools should not give homework for a variety of reasons. Learning is best done at school and stress is often caused by work given by schools. The need to do lots of additional work makes people prefer not to learn more about the topic. As students do undesirable activities, they lose otherwise better spent time with their family and friends.
For example, when the student goes to the school, he or she would have to enjoin into a class form 40 - 42 people. And till the end of that grade, each member has responsibility for emulative mark of class. I do not think it’s bad but it decreases individualism of the students and limits their personality. Besides, in the essay, with people who don’t have individualism, Athen explains “Americans assume that the people feels trapped or is weak, indecisive, or overly dependent”. As a result, I understand that individualism is one of the important values which I want to ameliorate for sucess in a global community.
Aaron Cicourel and John Kitsuse’s study of educational counsellors in an American High school shows how labelling can disadvantage working-class students and it states in item A that ‘they were negatively labelled as non-academic and often as ‘difficult’’. This is because counsellors play an important role in deciding which students will get onto courses that prepare them for higher education. They found from their study that although they claimed to judge them on their ability, in practice they mainly judged them on the basis of their social class and/or race. Even where students had similar grades, counsellors were more likely to label middle-class
Middle-class mothers are more likely to have more of an interest in their child’s intellectual development. Bernstein identified two forms of speech pattern, the restricted code and elaborated code. According to Bernstein, most middle-class children have been socialised into both the restricted code and the elaborated code, working-class pupils are placed at a distinct disadvantage. They are less likely to understand what teachers say and are more likely to be misunderstood and criticised for what they themselves say. Bernstein’s early work comes close with being a ‘cultural deficit’ model.
They are able to manipulate the education system to their advantage which means their children have a better chance at doing well in school. Disconnected-local choosers and semi-skilled choosers are working-class parents who have a lack of cultural capital and therefore their child’s academic progress suffers as they are usually sent to ‘local’ schools which they aren’t necessarily best suited for. Children who have cultural capital also have an elaborated code (wider vocabulary) which gives them an advantage at school as it is the code used by teachers and in textbooks. The elaborated code is typically used by middle class and helps with their academic achievement. Children with a lack of cultural capital are more likely to use the restricted code (limited vocabulary) which disadvantages them at school as they feel excluded and are therefore less successful.
Homework should be banned Schools should not give homework for a variety of reasons. Learning is best done at school and stress is often caused by work given by schools. The need to do lots of additional work makes pupils prefer not to learn more about the topic. As students do undesirable activities, they lose otherwise better spent time with their family and friends. Thus it is clear that homework should be banned.
Explain what is meant by the term compensatory education Compensatory education are government educational policies such as operation head start in the USA that seek to tackle the problem of under achievement by providing extra support and funding to schools and families in deprived areas. Suggest three material factors that might cause working class educational under achievement. Poor housing can affect pupils underachievement for example overcrowding can have a direct effect making it hard for them to study as there is nowhere to do the homework or disturbed sleep from sharing bedrooms. Diet and health can affect pupils under achievement as Marilyn Howard 2001 notes that young people from poorer homes have lower intakes of energy, vitamins and minerals. Poor nutrition affects health which will lower children’s energy levels.