Inquiry Project Final Question in Detail

The topic for my inquiry project will be how does the Latino community in Newark do academically and socially.

 

Subsequent question:

 

What is the student teacher relationship like when a language barrier is present?

What can teachers do to help this situation?

Do teachers understand the differences in culture?

Do Latino teachers excel in a Latino community?  Why or why not?

Why is the Hispanic dropout rate so high in urban public school?

How are public schools teaching English and why?

What areas in Newark have high Latino population?

How much violence in these areas as compared to other school in the area?

 

I have plans to talk with teachers and possibly a superintendant of Newark public schools regarding these topics.

 

 

 

Final Question

Explore and understand the Latino community and the issues that surround them in newark public schools

annotated Bib

Delpit, L. (2006). Other people’s children. Culture conflict in the classroom.  New

            York:  The New Press.

                        Well thought out conflicts that affects the student teacher relationship. 

                        discusses the differences between the two and some strategies to

                        overcome these differences.  She believes that a lot of the problems

                        are because of a lack of communication on the teachers part.  She

                        challenges teachers to think differently which will improve the

                        students performance in the classroom.

Fergus, E. (2009). Understanding Latino students’ schooling experiences; The relevance

            of skin color among Mexican and Puerto Rican high school students. Teachers

            College Record, 111, 339-375.

                        This article gives a vast overview of the issues regarding Latino students

                        in America and why these issues continue to negatively impact the

                        performance of these students in school.  Most of the helpful points

                        deal with the students situation at home and how the student views

                        his or her own culture because of experiences generally in an urban

                        area.  It also helps in the understanding of the difference between

                        cultures within the Latino community (Puerto Rican, Mexican, etc.)

Fraga, L., Elis, R. (2009). Interests and representation: ethnic advocacy on California

            school boards. Teachers College Record, 111, 659-682.

                        Research has shown through this article that schools with a higher

                        percentage of minorities on school boards have a higher number of

                        minority teachers.  Furthermore, research has shown that schools

                        with a high amount of ethnic teachers will outperform those ethnic

                        schools with a low amount of ethnic teachers.  The article discusses

                        reasons this might be and digs deeper to help the reader understand why

                        this is and why more schools don’t follow the mold.

Fry, R. (2003, November) Re: High school dropout rates for Latino youth. ERIC Digest. 

Retrieved March 2, 2009, from http://eric.ed.gov:80/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED482920&ERICExtSearch_SearchType_0=no&accno=ED482920

This article from The Educational Resources Information Center (ERIC) is about Hispanic high school dropout rate, and the implications of this rate among Hispanic students in the United States. Generally, the article discusses how schools are evaluated based on their overall student dropout rate.  In addition, it touches on how the high dropout rate, among Hispanic students, impacts their educational, social, and career goals.  Specifically, it provides statistical information on the Hispanic high school dropout rate, the distorted views, coming from shortcomings inherent in statistical interpretations, and generational influence on the dropout rate.

Statistics provided from The United States Department of Education show evidence of a much higher dropout rate of Hispanic students over “white” students. The article discusses the methods used by the Department of Education in determining the statistical information. It also shows the changes in the dropout rate over time. Even during times when the overall dropout rate fell, the lower Hispanic rate still remained higher than for other groups. The assertion is that these statistics show that Hispanic students are put at a disadvantage in preparing for adulthood.

After providing statistics regarding the Hispanic high school student dropout rate, the article acknowledges the pitfalls in the accuracy of all the numbers and percentages.  The statistics do not take into account that some of the students who are labeled dropouts are recent immigrants who have never attended school in the United States. Estimates from the United States Census regarding the number of Hispanics enrolled in United States schools, alters to some degree the gap between the Hispanic dropout rate and the non-Hispanic white dropout rate.  Factors such as language and family of Hispanic students not attending American schools do contribute to poor educational performance.

Although enrollment estimates impact the rate of positive performance rates among Hispanic students, the article addresses the minimal effect that generations have on the Hispanic dropout rate. It shows that regardless of how dropout is defined to include immigrants versus native- born Hispanics, the dropout rate is not that different. With each generation, students may have more of a language and family resources advantage. These generational advantages, however, do not equate into dramatic improved school performance or lower dropout rates.

Garcia, O., Bartlett, L. (2007). A speech community model of bilingual education:

            educating  Latino newcomers in the USA. International Journal of Bilingual

            Education and Bilingualism, 10, 1-25

                        This journal article discusses the fact that there is an increasing amount of

                        Latino students that are entering American schools and how best to

                        Educate them.  It uses specific schools around the nation as examples

                        and draws conclusions from these schools on a possible solution to the

                        issue.  The authors believe that the language barrier is a large reason for

                        some of the negative issues in these schools and offers some new thoughts

                        on acquiring the new language based on social aspects.

Jacobson, L.O. (2000). Valuing diverse student-teacher relationships that enhance

            Achievement. Community College Review, 24, 1-28.

                        This discusses the diversity in schools between a teachers culture and a

students culture and gives ways to use this to our (as teachers) advantage, therefore becoming better teachers.  It recognizes (supported by research)

that teachers in urban schools are generally not from urban communities

but focuses not why this is a negative aspect but how it can be used as a

tool to get more out of urban/ Latino students.

Marx, S. (2008). “Not blending in”: Latino students in a predominantly white school. 

            Hispanic Journal of Behavioral Sciences, 30, 69-88.

                        This is an interesting article that discusses the Latino population in

                        non urban environments.  It compares Latinos and white Americans in

                        these areas and how they perceive the culture and school system.

It is interesting comparing this article with the others I have listed because

                        the other articles all deal with Latinos in urban areas.  Contains tables

                        which helps understand the different thoughts of each culture.

McCaffrey, Paul.  (2007).  Hispanic Americans.  United States: H.W. Wilson Company.

                        This book talks in detail about the ideals and experiences of Hispanic-

Americans and all they have had to endure.  It is expresses the importance of understanding the political, economical, and social aspects of Latino culture in order correctly understand them.  It does not discuss ideas for teachers but helps me understand the culture of Latin Americans, which has been a helpful overview of an unfamiliar culture.

New Jersey department of education.  (2008).  Retrieved March 7, 2009 from

            http://education.state.nj.us/rc/rc08/dataselect.php

                        This website gives statistical data in the Newark school system regarding

                        every thing from student performance to ethnicity and diversity of the

                        schools.

Newark Public School System.  (2008).  Retrieved March 7, 2009 from

            http://www.k12.NJ.US

                        This website is helpful with locating the Hispanic population in Newark

                        as well as gives the locations of the corresponding public schools.

                        How often is race and ethnicity an indicator of negative actions

                        (fighting, drugs, drop outs etc.) The article goes in depth with research

                        that was inconsistent with what I had expected.  Also discusses the

correlation between the amount of violence that a child is exposed to because of his or her environment and how it may affect a child.

                        A statistical article that puts violent environments in perspective.

Saenz, V., Ponjuan, L. (2009). The vanishing Latino male in higher education. Journal

            of Hispanic Higher Education, 8, 54-89.

Discusses the reasons on why and how Latino teachers can be beneficial in

areas with a high Latino population including student teacher relationships.  It transitions into the reasons for the decline in Latino teachers especially in higher education.  It gives no hard facts on why this is but the authors give some possible explanations backed by statistics.

 

 

            

Culture of Self

My life represents suburban America.  I grew up in an upper middle class family and learned from the beginning the values, customs, and morals inherent in the typical suburban environment.  The suburban culture has influenced the way I view race, class, gender, sexuality, language, and religion.

            Subtle and sometimes not so subtle racism has been part of my suburban upbringing.  I was born and raised in Bridgewater, N.J., where I could count on one hand the number of African American students in my schools.  I witnessed prejudice in school and in the opinions expressed by my friends and their families.  Although my particular family was not blatantly racist, subtle undertones were always present about the “different” black culture.  I did not have much direct contact with inner city diverse kids, except when I met them on the athletic fields.  Their attitudes of disrespect, combativeness, and their apparent lack of parental involvement in instilling restraint, helped to reinforce my negative image.  My preconceived ideas about inner city students especially African Americans coupled with my negative views based on limited experience, developed my negativity towards how I view race differences. 

            Class distinction is a part of suburbia.  It was apparent to me at an early age that class and upward mobility was related.  I was taught that a good education leads to desirable jobs with financial benefits.  The material things in life were worth working for.  A respect for school, teachers, and learning was ingrained in me.  My two older brothers and myself never considered college as an option, but rather as just a part of what life would bring.  The work ethic as a means to success and a good life was indoctrinated as norm.  Class and status were linked to success and happiness.

            Gender roles in suburbia, although changing with time, are definable.  My view on gender has come through experiences as a child. My father was the “bread winner” and my mother the caretaker. Dads were measured by their success and moms were measured by their sensitivity. I was taught to respect both men and women, however, an extra respect and sense of protection for women was stressed. Roles are changing and both men and women are reevaluating their goals and places in society. The stereotypical roles of gender, however, still remain ingrained, to some degree in suburbia.

            Sexuality is addressed in suburbia as a cause for concern.  I learned as early as sixth grade, the consequences of sexual activity.  Sex affects all cultures and all kids trying to define their sexuality.  In suburbia, however, there is an effort to address not just health issues related to sex, but the social and moral consequences of it.  I grew up viewing different standards for men and women, regarding sexual activity.  Some behaviors would be thought of as “cool” for guys, but “cheap” for girls.  The stigma of teenage pregnancy is greater for girls than for boys.  Although views on sex are changing, there still remains a minor double standard based on gender.

            Language in my suburban schools is geared toward basic “proper” English.  I learned “correct” English and was unaware and unexposed to other forms of our own language.  Of course I learned slang, but for the most part, it was reserved for only certain audiences.  It was okay to speak in slang with friends or at home, but polite language was required for most arenas including schools, workplace, church, and all respectful gatherings.  Speaking correctly with respect for others was a part of my suburban upbringing.  Starting in sixth grade all students were required to take a second language.  I chose Spanish because it was the most widely used language in the world (besides English) and because my grandparents speak Italian, which is a similar language.

            Religion in my town growing up was used as a means of moral reinforcement.  I grew up as a Roman Catholic and attended Confraternity of Christian Doctrine classes as well as church every Sunday.  My family was not particularly religious, but I now realize that they encouraged religion to encourage goodness.  Suburban parents seemed to frequently see religion as a means of instilling fear as a consequence of misbehavior.  Religion is also seen as a way to instill the values and morals of society.  I attended Immaculata High School in Somerville, NJ, which is a Catholic school.  We were required to take a religion-based course each semester as well as attend church every other Thursday.  The exposure that I was subject to informed me more about my religion and strengthened my faith in God.

            My suburban culture has impacted my views.  I have however, expanded my life experiences to reach out beyond the limits of suburban thoughts and ideals.  I lived with my club soccer team in Peru, a third world country during the summer of my sophomore year in high school.  I also attended college at the University of Tennessee, which gave me an understanding of life in a small southern city.  In addition, I studied abroad in Italy for a semester during my junior year in college.  These experiences enlightened me about the world beyond suburban America.

            I grew up in the “bubble” of suburbia, but I am interested in understanding life beyond it.  My parents were successful and gave me all the benefits that come from being part of the upper middle class.  Their parents however, were immigrants, who taught me some humility.  As much as I have inhaled the suburban life, I have always had an interest in understanding other ways of life.

            Many factors have shaped the suburban culture that I grew up in.  These factors influence what I think of myself, how I relate to others, how successful I might become, and how I will perform in the classroom.  I know I need to be open-minded, and making an effort to understand other cultures will help in teaching.  Finding a common ground between cultures will hopefully make me into the teacher I hope to be.