Knowing that the income achievement gap is larger than the r

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Hello class, a. What might an “enriched” environment for an infant consist of? - An enriched environment is one where there is structure, social interactions, safe, responsive, and nurturing for infants. b. What do parents need to provide an “enriched” environment? - Parents need to be able to provide those small interactions with their children. Children need the attention of their parents, to be able to use their serve and return to show their development (Adelman, 2015). c. What societal conditions can enhance or decrease parents’ and caregivers’ capacity to do so? - The societal conditions that can enhance parents’ and caregivers’ capacity are responsive relationships, reduce sources of stress, the severe and return on a biological level (Adelman, 2015). - The societal conditions that can decrease parents’ and caregivers' capacity to do are parental stressors that can affect attachment, and public policies that do not invest in parent’s needs such as adequate access to healthcare, and economic disparities (Adelman, 2015). Part Two 1. I chose the Hispanic-white, fourth grade, and reading tests. 2. I chose to look at the state of Utah as it wasn’t listed as one of the seven states beginning to close the achievement gap (District of Columbia, New York, West Virginia, Louisiana, Arkansas, New Jersey, and Michigan) or the 10 states that closed the Hispanic-white achievement gap (District of Columbia, Delaware, Georgia, Tennessee, Nebraska, Iowa, Illinois, Indiana, Arizona, and Michigan (Roush, 2024). When viewing the state of Utah in 2009, the results indicate that the average Hispanic NAEP scores were 194.02. In 2013, the results from the state of Utah show that the average Hispanic NAEP scores were 196.49. In 2009, the state of Ohio average Hispanic NAEP scores were 215.13. In 2013, the average Hispanic NAEP scores in Ohio were 213.59 (The Educational Opportunity Monitoring Project, n.d.). 3. When comparing the test scores of Utah to the state of Ohio, the reading scores are higher than in Utah. Moreover, in the state of Ohio, the average Hispanic NAEP scores decreased in reading scores. 4. When considering why there has been a decrease in reading scores in Ohio for Hispanics, it is that on NAEP tests, the gaps are large because of socioeconomic disparities. Hispanic and black families tend to how lower incomes which is being associated to lower levels of educational attainment than their white counterparts (The Educational Opportunity Monitoring Project, n.d.).

2. After reading more about the achievement gap, my thoughts on the finding that not how rich or poor the district in question, funding gaps existed solely based on racial composition of the school is that this is disappointing to see. Especially as poverty negatively impacts children's ability to graduate or attend college. These gaps also negatively impact educational attainment (Roush, 2024). This means that black students will be at a disadvantage due to structural and institutional racism that go back generations and can control systems of power, resources, and decision-making practices. An example is the income achievement gap that has steadily increased over the past fifty years (Reardon, 2011). Students whose families fall within the bottom quintile of the family socioeconomic status and student achievement score more than a standard deviation below students whose families are in the top quintile on the standard tests for math and reading. These differences continue to progress (Reardon, 2011). Reference Adelman, L. (Director). (2015). The Raising of America [Video file]. California Newsreel. Retrieved February 10, 2024, from Kanopy.  Reardon, Sean. (2011). The Widening Academic Achievement Gap Between The Rich and The Poor: New Evidence and Possible Explanations , Duncan, Greg and Murnane, Richard (Eds.) Whither Opportunity? Rising Inequality, Schools, and Children's Life Changes. Russell Sage Foundation.  Roush, K. (2024). Week 5: Coursework. [Canvas]. Retrieved from https://osu.instructure.com/courses/156285/pages/week-5-introduction-objectives-tasks? module_item_id=11482613  The Educational Opportunity Monitoring Project. (n.d.) Racial and Ethnic Achievement GapsLinks to an external site. . Stanford Center for Education Policy Analysis. 7515 Hello class,

- Discuss some of the ways the therapist engaged the family? Specifically, in terms of the non- hierarchical, non-expert position . The therapist takes notes and uses reflective questioning to gain insight from each of the clients, using a non-hierarchical, non-expect position (Bobbitt, 2024). Each of the three clients can discuss their views on their family unit, their son, and their concerns over their son attending a church that is described as hateful toward the lgbtq community. - The therapist begins to deconstruct the problem almost immediately. How does he do this? The therapist deconstructs the problem because they are re-authoring the discourse so that the problem-saturated narratives can be seen as objective as opposed to the problem being perceived as the truth (Hill, 2011). The deconstruction of the problem begins when the therapist begins asking reflective questions to each of the clients and even discusses the problem as an external issue that potentially is causing a significant issue. By deconstructing the problem, each client can discuss their thoughts on the issue of the son attending this church and associate with people who have opposing views on the client’s lifestyle. Deconstructing the problem allows for each client to gain insight into how another family is feeling and take that into consideration. - Why does the therapist have the family name the problem? How does the therapist develop this concept with them? Before the therapist goes through the stage of deconstruction, the therapist will have the client(s) define the problem and ask the client(s) questions regarding how they feel about the problem and how the problem is being viewed within social contexts or historical beliefs (Bobbitt, 2024). - The therapist separates the problem (fear) from the family and is discussed as something that has interfered in the family’s life and should be challenged. Why is the problem viewed this way, and how was it helpful in allowing the family to see the problem in a different way? In Narrative therapy, the therapist does not look at a problem as the root cause. Instead, during sessions, therapists will ask the client’s questions, listen for outcomes, and discuss these outcomes that can provide each client with a new perspective or reality (Bobbitt, 2024). Reference Bobbitt, R (2024). SOCWORK 7515. Week 5 Coursework. CarmenCanvas. The Ohio State University. Hill, N. L. (2011). Externalizing conversations: Single session narrative group interventions in a partial hospital setting. Clinical Social Work Journal, 39, 279-287. Hill, N. L. (2011).pdf

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