Diversity Education

1) How would you try to instill a sense of the value of an education in students in a world where being smart is not always valued by their peers?
It would definitely be difficult to compete with their peers, whom they value their opinion more. I would try to encourage them with examples of successful people who have had to over-come huge battles, let alone just their friends who thought it was un-cool. You have to keep pushing the fact that if they listen to what their friends keep telling them, they will wind up like their friends, no where. Remind them in order to be successful in life, they need to keep their minds focused on their goals and that nothing else matters.
2) How would your own class background affect your ability to relate to the students?
I would definitely be able to relate to the kids. When I was in high school I was in a hurry to grow up. I wanted the fastest ticket out, so I transferred to a school that allowed me to work at my own pace. I finished a year early and started working like crazy. I didn't make time for college, and ended up putting it on the back burner for over 10 years. I can show them although I'm striving to reach my goals now, it would have been much easier to stay focused on what was important at the time, furthering my education.
3) What could you do in your classroom on a day to day basis to help eradicate the crippling effects of class differences?
Get kids excited about excelling in school! Start reward programs, some kind of incentives relevant to their age. Set individual, reachable goals, both that are long and short term to motivate them.
4) Do you recognize any similarities in the pattern of beliefs about "being smart" between the videos Acting White and Smart Kid, Tough School? If so, what are they?
Yes, I did notice some similarities between the two videos. They both show that if a black student succeeds, his peers label him as,"acting white". Also, the smart black students play their abilities down, so they don't attract attention from the black students who don't do well in school.
1. Should the school administration intervene in this situation? Why or why not?
No, I do not think the school administration should intervene. The dance is an extra curricular activity, students are not required to attend.
2. Should the limo-renting parents be contacted? why or why not?
No, in my opinion the limo-renting parents should not be contacted. It's there choice to rent whatever vehicle they chose to bring their son or daughter to the dance in.
3. Should the matter be discussed in student homerooms? In a school assembly? Why or why not?
I feel the matter should be addressed in homerooms by a teacher or administration. They should explain to the students the expected dress code standards. If they want to dress up beyond that, its fine, but not expected. They should also stress to them its not about what they wear, its about celebrating an event with their friends. Not having the extras, should not prevent them from attending a memorable evening.
4. Should the May dance be cancelled? why or why not? Should the format be changed? why or why not?
I do not think the May dance should be cancelled, nor do I think the format should be changed. These students are old enough to learn that not everyone has the same means to do the extras for their children. This life lesson will help prepare them for real world situations when they become adults. You may not always be able to afford the nicer things in life, but if there's something you really desire, you can save up for it and it will be that much sweeter because you've worked hard and saved for it. Children/adults who are just handed things do not get the full satisfaction out of earning an extra.
5. Should limits be set on the dress code attire for school dances? How could the school enforce it?
Dress code limits should always be set when it comes to school functions, especially a school dance, meaning it should be appropriate. If the dress code requires them to get "dressed up", they shouldn't come to the dance in holy jeans or a mini-skirt. If they choose to exceed the expectations, they should not be faulted for it. The volunteer teachers that take tickets at the entrance should check the student's attire before letting them enter.
6. Can and should an issue be made of the hiring of limousine services for middle school students? Why or why not?
No, I do not believe a matter should be made about the hiring of a limousine service, although anything is possible when it comes to questioning, "can they?". It's the parents prerogative to hire whom every they desire to transport their children to and from the dance, its their right as their legal guardians. After all, they are the ones who are paying for it.
7. What suggestions do you have that might provide a compromise for all parents, students, teachers involved?
The only suggestion that I could possibly offer is, if they want to cut down the limo service, they could require a parent to sign them in and out of the dance. This may discourage the parents from paying for a limo and having to drive themselves up there to sign them in and out.

1. How do schools ensure that the voices of low and middle in come families are included in the discussions about detracking and the provision of educational equitry in schools?
Parents of all students, including low and middle class families are able to attend school board meetings where they can hear about the detracking information, as well as give their input about the subject.
2. How does detracking schools contribute to the provision of equal educational opportunity?
I think schools that use the detracking method do not provide an equal education opportunity to all students. By keeping all the different level students together they are allowing the lower achievers to learn from the higher achievers. It appears, from the outside that everyone is on the same learning field, and learning adequately, when truly they are not.
3. What other steps could school officials take to provide low income students greater access to advanced courses?
I don't feel a family's income should play a factor when it comes to making advanced course available to students. It should be based on their test courses and teacher input alone. Schools could offer free, before and after school tutoring to help improve their test scores so that they could one day be in those advanced courses.
4. What are your reasons for supporting or not supporting the detracking strategies in schools?
I do not support detracting. I think tracking is essential in a child's education because it allows a teacher to teach on the same learning field, in which she can move at a higher pace rate. Students that are gifted should be challenged and shouldn't be punished for being more advanced. It also improves self esteem for the lower academic children, they won't feel equipped when it comes to the higher learning of the gifted students. Also, advanced students won't lose attention in the classroom because they will actually be challenged in the curriculum being taught.
5. Think about your own educational experience: many schools have several types of "tracks" that students are enrolled in such as the vocational track, general track, college preparation track and the honors track. What "track" were you placed in for your educational experience? Do you feel that it adequately prepared you for your current educational status in college? Why or why not?
During middle and high school years I was placed in advanced courses. They did help encourage me to do well and help prepare me for continuing my education. Had I stayed "on track" and went to college immediately I believe I would have been adequately prepared to be successful. Being that I'm now attending years later, I believe its all irrelevant. I believe if a child feels comfortable with like minds in a class room they will be more likely to do better, than to feel like the odd ball out.

In American society today, there are many stereotypical beliefs and images of socioeconomic status and class. Certain occupations, neighborhoods, regions of the country, ethnicities, races, and disabilities are stereotypically associated with low socio economic class, poverty, illiteracy and criminal activities. Labels such as "bag lady", " hillbilly", " hood rat" "trailer trash" "skid row bum" " wrong side of the tracks" " poor little rich girl" and " minimum wage worker" are often used to negatively stereotype individuals based on socio economic status. Because of the current difficult economy, these stereotypes are rapidly changing.
What images come to your mind when you think of the homeless, the working class, the middle class and the upper class? Where do you think these perceptions came from? Which of your perceptions are positive and which are negative? What must you watch for in your own perceptions to ensure that you do not discriminate against students from one of these socio economic groups?

The images that come to mind when I think of homeless, are the people that stand on the corner with signs. When it comes to working class, I think of people who work long hours for little wages, like supermarkets or fastfood places. Middle class the image of supervisors/managers comes to mind, people that aren't rich, but live comfortably. Finally, upper class I view as the rich, the ones who are CEO's, doctors, lawers, etc., ones that are well educated. I believe I got these perceptions from the media, tv shows and movies. I think the images are all negative, because they are assumptions, and assumptions are usually inaccurate. I would need to watch my attitude in the classroom with how I treat the students. I can't favor the doctor's child because he donated $500 to the class. Nor can I mistreat the child whos dirty, wearing the same clothes all week and never turns in his homework. I would have to learn to educate the children based on their abilities to learn, not what they bring or don't bring to the table.