Use Of Geography Biased Education Through Multiple Fictional Hwoc Readings

In chapter one and two Noguera talks about how urban schools are failing and how there is educational and achievement gaps. Noguera talks about Berkeley, Oakland, Richmond, and San Francisco and uses examples from these cities to show readers how poverty, influence, and lack of support impacts children 's educations. Noguera provided a very good chart on pg. 29 in the book. The chart shows the economic profile of all four cities in

Well-known essayist and writer, James W. Loewen, in his essay, The Land of Opportunity, argues that the common American people aren’t given equal opportunity in this day and age. Loewen effectively convinces his readers, high school teachers and history buffs that, social class and inequality is an important thing for students to learn and understand. Through convincing logical arguments he proves that American history books are giving students across the nation false information. According to Loewen, “social class is probably the single most important variable in society.” (Loewen para. 5) He goes on saying, “From womb to tomb, it correlates with almost all social characteristics of people that we can measure.” (Loewen para. 6) In addition, he establishes credibility with his audience by not accusing students or even instructors for this lack of knowledge, but clearly blames the textbooks used in high schools today. Lowen’s logical approach in exposing the lies that we are taught and taught to think leave the reader with the abitlity to empathize with him, ultimately getting the message across far more effectively.

Children who grow up in a poor area go to school where there are 50 kids in one class and individual attention is never given, and children of high class families will go to schools that have smaller class sizes and individual attention. Even when a poor child goes to a better schoolteachers will question if the work done is their own and also only expect hard work from the rich kids. “if you are a child of low income parents, the chances are good that you will receive limited and often careless attention from adults in your high school.” Theodore Sizer “Horace’s Compromise,” “If you are the child of upper-middle income parents, the chances are good that you will receive substantial and careful attention.” (203) These quotes from another author showcase that school in America is often times based on the social standing of the parents.

In the writing Fremont High School by Jonathan Kozol he discusses the reality of urban schools and how they are unable to obtain the proper education. At Fremont High School children are not always able to eat during their lunch period, the proper education needed for college is not obtained, the school reflects institutional discrimination, and the building is overcrowded limiting course offerings for children.

Although the statistics are more than 10 years out of date, the reality of America school segregation has not changed. The barely functional buildings, lack of up to date text books (or in many cases any text books), overcrowded classes, non-existent lab and computer equipment, and low paid teachers create a situation of despair that leads to a drop out rate of more than 50% in many districts. And even those who graduate are often barely literate. Kozol draws the clear link between these schools and the imprisonment of the oppressed nations who, after dropping out of a dead end education, end up locked behind bars.

Geography played a huge part in my experience with K-12 education. In the study titled, The Geography of Inequality: Why Separate Means Unequal in American Public Schools (2012), Logan, Minca, and Adar noted that inequalities of performance between schools that have a majority of minority groups and found connections between the performance of school when looking through the lens of race and ethnicity. Key findings included that African American, Hispanic, and Native American students were most likely to attend a school that averages between the 35th-40th percentile (Logan, Minca, Adar 2012). Three types of high poverty schools were outlined; location in city center, majority African American and mixed location, and majority Hispanic (Logan et al., 2012). The school district that I attended for my K-12 education experience was nearly 95% white, located in the suburbs, and had low poverty. My education experience directly counters the education experience that my student engage in on a daily basis. This has created an internal motivation to

In A Raisin in the Sun, Beneatha is an African American woman in the 1950’s who is determined to put her education first and one day become a doctor. Ruth tries to convince Beneatha to marry George because he is a rich man; however, Beneatha responds that “[she’s] going to be a doctor. [She’s] not worried about who [she’s] going to marry yet-if [she] ever gets married” (Hansberry, 1959, p. 936). After this discussion, Beneatha’s discipline and mindset is revealed. Beneatha clearly shows that she is more committed to her education than any other aspect of her life.

Schools frequently cite a variety of social problems like poverty, broken homes, and bad parenting as excuses for their own poor performance (Greene, 289). In the article of The Myth of Helplessness it touches on a few reasons why it is believed that some schools have great reviews and others don’t. Greene talks about what others believe helps the school systems and what is believed that causes students to fail in school. I agree with author Jay P. Greene that, yes poverty, broken homes and other social problems pose a significant challenge but the evidence simply does not leave room for the conclusion that these challenges are insurmountable (290).

Jonathan Kozol, in the chapter entitled “Other People’s Children, discusses and justifies the kinds of limitations placed on children who must attend poorly funded, educationally inferior school. Kozol argues that children in the inner-city schools are not fit to go to college and that they should be trained in schools for the jobs they will eventually hold, even though these jobs are less prestigious, lowest-level jobs in society. Kozol’s argument is based on the fact that students from the inner-city or rather from the societies that do not have enough job opportunities are not supposed to learn much because their society cannot accommodate most of the courses that are often found in the urban settings. For example, there is a point where Kozol cites one of the businessman’s statement which says, ‘It doesn’t make sense to offer something that most of these urban kids will never use.’ The businessman continues to argue, ‘no one expects these ghetto kids to go to college. Most of them are lucky if they are literate. If we can teach some useful skills, get them to stay in school and graduate, and maybe into jobs, we’re giving them the most that they can hope for’ (Kozol 376). This statement clearly indicate that the society should accept the inequalities and exercise the same inequalities even in education.

Savage Inequalities by Jonathan Kozol explains the inequalities of school systems in different poor neighborhoods. Kozol was originally a teacher in a public school in Boston. This school didn’t have very many resources and was unable to keep teachers for very long. After pursuing other interests, Kozol took the time from 1988-1990 to meet with children and teachers in several different neighborhoods to better understand issues relating to the inequality and segregation in the school systems. Kozol writes from his own perspective as he visits six different cities and the poorest schools in those cities. These cities consist of East St. Louis in Illinois, the South Side of Chicago in Illinois, New York City, Camden in New Jersey, Washington

How far a student can go in life is already pre-determined by the generation before him. Success is no longer made up of solely intellectual ability, but rather if the streets the student walks through is gang-ridden or not, if their parents are absentees, and other conditions in which the child grows up in. Valerie Strauss expresses these concerns in her article, “What the Numbers Really Tell Us About America’s Public Schools” in which she discusses how income levels correlate with students’ success rate which is further accentuated through Kamiak and Mariner High School’s Standardized Test Results. “Motivation, a Major Factor in U.S. Student Test Performance” by Dian Schaffhauser continues this idea of external problems affecting low scores

In Lorraine Hansberry’s A Raisin in the Sun, Beneatha Younger is the highly motivated, opinionated daughter of Lena Younger. As a black woman attending college with intentions of becoming a doctor, she is a trailblazer character whose goals stand out among the rest. With such independent desires and arduous goals to meet, Beneatha does not dwell on her romantic life. Her focus lies in her future, not the boys who court her. Beneatha is more than willing to consider the possibility of being single her entire life, seemingly unbothered when she poses the idea (Hansberry, 739). Beneatha believes in her ability to succeed in medical school because of her positive attitude, analytical opinions and wholesome values. Hansberry writes Beneatha as

Secondary education is a highly debated subject. Many critics of secondary education say that inner-city high schools and students are not receiving the same attention as students from non inner-city high schools. Two of the biggest concerns are the lack of school funding that inner-city high schools are receive and the low success rate in sending inner-city high schools graduates to college. Critics say that while inner-city high schools struggle to pay its teachers and educate its student’s non inner-city high schools don’t have to deal with the lack of school funding. Also students from non inner-city high school are not being given the opportunity to attend colleges once the

The location is very important to choose a school when it comes to education. Everyone would want to know how the school environment is and if it’s a good school. A high school student doesn 't have that much of a choice to pick any school they want. For example, if Mary lives in Westland, then she has to go to a high school that is in Westland unless she chose to go to a private or charter school. She would have the advantage to take the

The Department of Education and Training and TISC have produced research that has indicated that children from low socio economic areas on average have far fewer students that enter university. The reason for this is that these parents have no previous experience with higher education and often don’t value this education in the same way parents from affluent areas do, hence the children do not have the role models to follow. Many of these families also do not have the finances to access school of choice and provide resources within the home that may enhance their development. Many of these parents also lack their own educational knowledge that allows them an understanding of how a child’s development processes. A simple example of this may be the fact that these parents may not understand the value of early intervention with developmental processes such as reading (How Kids Develop, 2008) i.e. simply reading to them each night.