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The impact of culture on education
The impact of culture on education
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Every year, many students take what is known as an AP exam, short for Advanced placement. AP exams are known as very challenging and rigorous exams, but if passed can provide the student with a chance at obtaining college credit. In the film Stand and Deliver we meet various students who struggle with coming into terms as to what hard work is and the sacrifices that come along with it. Along the way many of Mr. Escalates students who are learning Calculus stumble across everyday life problems, but learn that they’re capable of learning something new and making someone proud. Throughout the way Mr. Escalate notices that his Calculus students are bound by a major status that perceives them to be the typical minority group that isn 't capable of bettering themselves because they lack the will. As students and …show more content…
Escalante’s interaction with his students, many other teachers doubted he would accomplish anything because his student were a “bunch of Illiterates”. They were quick to judge because they noticed the students lacked the interest of obtaining a better education and consequently becoming something other than gang member or drop outs. When Mr. Escalante pointed out that his students were being unrightfully criticized because they came from lower educational families and barrio schools, he meant that if they came from higher social classes and were from wealthy schools they would have never been doubted on because they would have appeared more polished or prepared. Escalante was more than justified in defending his students because it is prejudicial for the educational board to single out a group of student only because of where they came from and how they use to be before they became interested in their studies. Escalante made a clear point and perspective that when he became interested in his students they became interested in themselves because they felt someone believed they could be better people and do amazing things with
In Subtractive Schooling: US-Mexican Youth and the Politics of Caring, Angela Valenzuela investigates immigrant and Mexican American experiences in education. Valenzuela mentions differences in high schools between U.S born youth and immigrants such as how immigrants she interviewed seemed to achieve in school as they feel privileged to achieve secondary education. However, she found that her study provided evidence of student failure due to schools subtracting resources from these youths. Both are plagued by stereotypes of lacking intellectual and linguistic traits along with the fear of losing their culture. As a Mexican American with many family members who immigrated to the U.S to pursue a higher education, I have experience with Valenzuela’s
Valenzuela utilizes various compilations of research to construct her exceptional argument regarding the issue of subtractive schooling with regards to 2nd generational immigrant students. She thoroughly analyzes and assesses the multitude of differences between 1st generation and 2nd generation students and their affinity for education. She divides the topic into 3 categories and asserts how each one adds to the issue of inadequate education for Mexican/Mexican-American students in the US public school system. Her research is conducted at Seguin (pseudonym) High School in Houston, Texas. She examines the effects of substandard education in regards to the students and their academic performance. She uses quantitative and qualitative research
Even if the willingness to attend and learn was there, he aimed to condition the students into following the rules, avoiding tardiness. An additional example would be when three students refused to answer the quiz, as a form of rebellion in school, Escalante punished the leading student by “being the show” of the cases, wherein he let her sit in front of the class as they were taking the quiz. The student’s associates were pressured into doing the quiz, seeing the effect of the student’s action, thus affecting their present decisions. His punishments were not degrading an individual’s dignity, even if he was playing with their insecurity and guilt from their own
A student should never be denied the right to learn and become successful because of a different skin color, or because they speak a different language. “No saco nada de la escuela” by Luis Valdez is a play that discusses the racism in schools. The play starts with students going to elementary school and then ascending to middle school and college. At the beginning the students were not aware of what racism really was because of their innocence. However, the teacher that they had was very racist and bullied the students of color. That experience made the other kids realize that not everyone was the same and because of color or language they should be treated differently. There are five different students who take part of this play, two of those students were white, and there were two Chicanos and one black. That is great diversity of cultures. The teacher that the students have in elementary school was an example of the other professors they were going to have throughout their school years. Very arrogant and not understanding of the minority students. Their teachers were not really interested in teaching the minorities and always showed her discontent of having students of color. Their teachers didn’t believe that students who were part of a minority should be placed in the same classroom as the white students. Maybe that was because they didn’t know the potential a minority student could have. One Chicano student named Francisco never denied his roots and became very successful. He had many obstacles in his learning environment, but at the end he becomes a great example of perseverance. Francisco is the student who I think showed the greatest development in the play. He had to deal with racism all the time, but that didn't stop ...
In many low income communities, there are teachers that are careless and provide their students with poor quality education. These teachers are there just to make sure that they keep receiving their monthly paychecks and act in this way because they believe that low income students do not have the drive, the passion, or the potential to be able to make something of themselves and one day be in a better place than they are now. Anyon reveals that in working class schools student’s “Work is often evaluated not according to whether it is right or wrong but according to whether the children followed the right steps.” (3). This is important because it demonstrates that low income students are being taught in a very basic way. These children are being negatively affected by this because if they are always being taught in this way then they will never be challenged academically, which can play a huge role in their futures. This argument can also be seen in other articles. In the New York Times
Teachers have become gateway keepers to providing education to students. Over the span several years, teachers have been criticized with being unprepared, unable to adapt to different learning styles, and are increasing the number of students who aren’t learning. With this achievement gap increasing, it brings up the idea of what is the education system doing wrong and what improvements does it need tending to. The education system needs to be redesigned to strengthen its curriculum, it’s connection to both practice and theory, and the idea of a powerful educator. The first aspect of this memo contains an interview with Diana Regalado De Santiago, a math teacher in the Socorro Independent School District for the past six years. The second part of this memo contains a rhetorical analysis on a journal article written by Linda Darling-Hammond.
Even from an early age, Rodriguez is a successful student. Everyone is extremely proud of Rodriguez for earning awards and graduating to each subsequent level of his education. But all his success was not necessarily positive. In fact, we see that his education experience is a fairly negative one. One negative that Rodriguez endures is his solitude. Education compels him to distance himself from his family and heritage. According to Richard Hoggart, a British education theorist, this is a very natural process for a scholarship boy. Hoggart explains that the ?home and classroom are at cultural extremes,? (46). There is especially an opposition in Rodriguez?s home because his parents are poorly educated Mexicans. His home is filled with Spanish vernacular and English filled with many grammatical errors. Also, the home is filled with emotions and impetuosity, whereas the classroom lacks emotion and the teachers accentuate rational thinking and reflectiveness.
The movie “Walkout” is about the school system in East Los Angeles in the late 1960’s. During this time Mexican Americans were treated unfairly and were seen as second class citizens. The story goes through the different aspects that Mexican American/ Chicano students had to put up with within their own schools. They wanted and deserved equal education, but were constantly shut down by the city. This movie contains the four characteristics of Mexican American Art, which is what gives this movies such a strong and meaningful message.
Students were grouped by IQ, those who had an above average or higher were helped to go to college and those who had a low IQ’s were not given the support or the push needed to get them into college. Educators allowed low education standards and refused to see students as equals. The advisors set students sights low for the future by encouraging how service jobs were a practical choice for us Mexicans. Cleaning houses were the normal thing to do for Mexican-American females. Students were tired of the inadequate staff and the staff's lack of concern for their students. The students sent out a survey among the other students to see if they were satisfied with what they were getting from their education. The result was that the schools and instructors were not meeting the needs of the students’ more so of the Chicano students.
Cavin, Aaron. "Blowout! Sal Castro & The Chicano Struggle For Educational Justice."Journal Of American Ethnic History 34.2 (2015): 127-128. America: History & Life. Web. 12 Sept. 2016.
Students spend most of the year preparing to take one or two big tests at the end. The amount of pressure put on students to succeed on these tests is astronomical, making it impossible to focus on the actual goal of assessing their knowledge. A student in Florida spoke to her school board about the absurd expectations from these tests, “Every year I do well in school, but I get low test scores on the FCAP and it feels like a punch in the stomach. This is unfair and I don't want to lose my opportunity to take my advanced classes or get a better education because of this one test.” (Locker)
In the exert from Bodega Dreams by Ernesto Quinonez the author wrote about his encounter s with various teachers of Julia de Burgos. While attending Julia de Burgos a teacher by the name of Mr. Blessington was the type to talk poorly about the Latin students and their community. He would degrade and belittle the Latin students in his class. He would tell them that they would eventually end up in the penitentiary. He felt that if they were from the Spanish Harlem neighborhood that they should drop out of school because they were not white, and felt they would never amount to a certain standard of living. On the other hand another teacher by the name Mr. Tapia spoke life into his students to make them different about themselves and their situations.
After great success of the 2006 film "Step Up", Touchstone Pictures released the sequel called "Step Up 2: The Streets". After the death of her parents, the main character, Andy, was forced to go to the Maryland School of the Arts to extend the range of her dance techniques. At the same time, Andy was expelled from the street dance team called 4-1-0, so she started her own team with several talented but unsuccessful peers from the School of the Arts, who wanted to compete in an underground dance contest "Streets". The movie was directed by Jon M. Chu, who is also known for directing of "G.I. Joe: Retaliation." The film "Step Up 2" has grossed more than fifteen million dollars while its budget was just twenty-two millions; as a result, it surpassed the original movie and was quite successful.
Escalante teaches lead up to the final AP Calculus exam which all of the students plan to take. When the results are processed, it is revealed by the Educational Testing Service that the results were impressively high. However, the success did not lead to a celebration. In fact, the students were accused of cheating and academic dishonesty. The characters of this movie make it blatantly obvious that the students were only accused because of their race and backgrounds. Had the students been Caucasian, no one would have questioned their successful scores. Ultimately, the ETS requires the students to take the exam again. This time, they are strictly monitored so that it would be impossible for any cheating to occur. When the second round of results come in, it is made clear that the students did indeed know their calculus. They passed the exam with exceptional scores. By the end of the film, many of the students become successful and are gearing up to take on a promising academic career. The film shows that this behavior from a Hispanic teenager is a rarity. Many of the students would be the first in their families and friend groups to graduate high school. Their ambition and hopes of going on to colleges were even more shocking in this society, as they were expected to fail
Every year many students are kept from graduating high school because of these exit exams. This makes students and parents very angry. Students who have had high passing grades throughout high school do not understand why they cannot pass exit exams. Sometimes the student blames him or herself by thinking that he or she did not learn enough, when in fact there is nothing wrong without heir knowledge. These students do not realize that they lack good test taking skills. Parents are angry that their child was kept from graduating because of a single test, even though the child had all the he credits required. This situation occurred to Lee Hicks, another student from Paris (texas) High School. Had he lived 14 miles away in Oklahoma, which has no statewide exit test, he'd have received a diploma and would now be serving his country in the Navy. Instead Hicks severs customers in a Paris supermarket; he won management's Aggressive Hospitality Award for 1996. "He's a great employee, a bright young man--extremely hardworking," says store director, Larry Legg.