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Developing positive relationships
Developing positive relationships
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Case Study Journal Nine
Dean White is a 16 year old white sophomore at George Washington Carver High School, and he lives in the semirural South. Dean lives with his father, who own an auto repair job. His parents are divorced, and they have both remarried. Dean’s mother lives in another state, and Dean’s school work started to go downhill when his parents divorced, and Dean’s grades picked up to a “C” since then. Dean’s father has not encouraged him to go to college, and his father told him he could work at his auto repair job. Dean friends are all creating plans for college, and he feels left out. Dean goes to a vocational trade classes; nevertheless, the prospect of being a mechanic does not make him cheerful. Dean has a few friends; consequently,
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Dean does not seem to be attracted to girls; nonetheless, he wonders why. Dean is terrified of being gay, and his peers constantly humiliate him. Dean gets so depressed that he starts drinking, and he is arrested for driving while under the influence; in addition, he is given six drug education program along with community service. Dean is confused about his sexuality and his prospects for the future. Freud’s theory of identification is not sustained by proof; furthermore, adults are homosexual or bisexual are not more likely than heterosexuals to come from one-parent homes or to have frail father or domineering mother (Broderick and Blewitt, 2014). The seduction hypothesis, an environmental concept, which is also unconfirmed by proof; in this viewpoint, adolescent are seduced into homosexuality by homosexual predators (Broderick and Blewitt, 2014). This about as beneficial as gay conversion therapy. In any case, Dean is not sure why he is not attracted to girls; consequently, this could be a phase. Dean is not sure he is attracted to men either; subsequently, Dean could be …show more content…
The whole family is in need of therapy since the parent cannot realize their son crying for help, and if they would just create the time to talk to him, If Dean has some unresolved issues, then he could discuss them with someone who can give him some insight. I would propose a career counselor due the fact that no one has seemed to care that he is trailing with a “C” average, and there might be some interest Dean has that no one has ever noticed. I would recommend career assessments, and I would question him about college. There is little future in a rural area in a predetermined job that he may hate. This could drive Dean further into despair, and he seems to miss his old classmates and friends. It is extremely odd that no one in Dean’s school has cared enough to help him search for a college that he could attend. A mind is a terrible thing to waste. There is an extremely important reason that Dean is drinking, and he needs to talk to somebody. There is a social stigma that goes with being a gay teenager, and if Dean is gay, then he will need a caring therapist, the love and support of his family, and last but not least, Dean needs to accept himself. Dean has not given himself time to think what he wants without being persecuted by others. In all, being gay is not a choice; consequently, it is the way an individual is, and
Testament to his resilience and determination in the face of angry segregationists, Ernest assumed the role of head of his family at the age of sixteen, after his father’s death in 1953. Ernest’s mother, an elementary school teacher, and his younger brother Scott both respected this new allotment Ernest assumed at such a young age. His mother knew it was useless attempting to persuade the headstrong Ernest to reconsider attendance at Little Rock Central High School after he had been selected as one of the nine Negro children to attend. Students were selected based ...
Marvin Pickering was a science high school teacher in Will County, Illinois. Pickering was dismissed from his job after he wrote a letter to the editor of the local paper, Lockport Harold. The letter was sarcastically criticizing the way his superintendent and school board raised and spent funds. The superintendent and school board took offense to the comments within the letter and dismissed Marvin Pickering from his teaching job.
Cedric is an unusual student to walk the halls of Ballou High. Unlike most of his peers, he actually wants to make something of himself; he does his homework, he studies and he works on extra credit projects. The majority of the kids at Ballou barely come to class, much less make any attempt at learning. Since this is the overall attitude of the school, Cedric must exercise social mobility and do whatever he can to better himself as an individual. He is not necessarily competing against the students at Ballou (because he by far surpasses them), but he is in competition with all the other students from better schools throughout the area. During the summer that Cedric spends at MIT, he is truly awakened to the fact that he was extremely far behind the other students from urban areas. The director of the program expresses his frustration with the MIT program- "When he first arrived... He had grand plans to find poor black and Hispanic kids from urban America-... He saw that he had been drea...
The film, The Graduate, tells a story about a new college graduate and his experience upon returning home to expectations of his peers and a fear of his own future. Produced in the 1960’s, The Graduate, depicts topics such as isolationism and alienation through the protagonist, Benjamin Braddock. The main theme of the movie is the idea of Benjamin’s isolation being caused by the pressure from expectations that the older generations lay upon him; he does not know what he wants to do with his future, yet his father and peers continues to hound him and question him on his future plans. A common fear for most college students and newly college graduates, many college students are unsure of where their lives will lead them and without a certain answer, can be nerve racking. Benjamin’s father and peers make this idea apparent to Ben when they often ask him “What are you gonna do now?”. Our protagonist does not seem to have a positive answer for them almost every time. Mr. Braddock also parades Benjamin to his friends by buying him extravagant gifts
The introduction to this article begins with a personal narrative about his own experiences as an African American teenage
In conclusion, in Conley’s memoir he focuses on his experience of switching schools, while in the third grade, from a predominantly African American and Latino school to a predominantly caucasian elementary school. His memoir focuses on the differences in his experiences at each school and how race and class further separated the similarities between his two schools. Conley focuses equally on race and class and how they both influenced and shaped his life, but class was the primary influence on Conley’s
Although there were numerous efforts to attain full equality between blacks and whites during the Civil Rights Movement, many of them were in vain because of racial distinctions, white oppression, and prejudice. Anne Moody’s Coming of Age in Mississippi recounts her experiences as a child growing up in Centreville, Mississippi. She describes how growing up in Mississippi in a poor black family changed her views of race and equality, and the events that took place that changed her life forever. She begins her story at the tender age of 4, and describes how her home life changed drastically with the divorce of her parents, the loss of her home, and the constant shuffle from shack to shack as her mother tried to keep food on the table with the meager pay she earned from the numerous, mostly domestic, jobs she took. On most days, life was hard for Anne, and as she got older she struggled to understand why they were living in such poverty when the white people her mother worked for had so many nice things, and could eat more than bread and beans for dinner. It was because of this excessive poverty that Anne had to go into the workforce at such an early age, and learn what it meant to have and hold a job in order to provide her family. Anne learned very young that survival was all about working hard, though she didn’t understand the imbalance between the work she was doing and the compensation she received in return.
James Dean got the Porsche 550 Spyder while he was filming a movie called “Rebel without a Cause”, and there were only 90 of these cars made.
This power keeps the behavior of the oppressed well within the set guidelines of the oppressor (Freire, 2000, pg. 47). Critical Race Theory outlines this system of oppression as it relates to white and non-white races. By using the critical race theory coupled with the system of oppression described by Freire (2000), I propose that within the system of oppression, the oppressor must keep its own members in line with the prescribed guidelines by reinforcing the social norms from birth. Freire (2000) suggest that the interest of the oppressors lie in “changing the consciousness of the oppressed not the system” (pg.34). Identifying as white, therefore, starts at birth when members of the white class work to reinforce social norms that began with our founding fathers at Plymouth Rock. This long history of white privilege was taught to me and I continue to teach it to my children. As an educator of white affluent high school students, I believe we provide college and career counseling based on this white privilege system of oppression as well. Here, I journey even closer to unraveling the myth of white privilege as I encounter the intersection of an affluent white student choosing a career after high
“Join us people or you all will go to hell!” a religious man is shouting, standing in front of the administrator’s office, carrying a cardboard sign, and thus fierce looking eyes are targeted at people ready to manipulate them. He looks young, twenty six, strong, and muscular with facial hair. I assume he is a Christian for the word he portrays of Jesus. He is smart for the space he picked to persuade students on the existence of God. It seems to me that everyone already knows him (Brother Dean) for his actions and activities he created on campus. A strong Christian influence and a manipulator have brought adversity topics among other religions, creating an unsafe environmental space to people’s beliefs on campus.
The same consistent, expressive voice introduces Ms. Angelou's effective strategy of comparison and contrast. By comparing what the black schools don't have, such as 'lawn, nor hedges, nor tennis courts, nor climbing ivy,' reveals not only a clear illustration of what luxuries the white schools in the forties had but also how unjust the system was. The adults at the graduation focus on the differences that were previously left unspoken. The black principal's voice fades as he describes "the friendship of kindly people to those less fortunate then themselves" and the white commencement speaker implies that" the white kids would have a chance to become Galileo's.... and our boys would try to be Jesse Owenes..." The author's emotions vary from the first proclamation that "I was the person of the moment" to the agonizing thoughts that it "was awful to be a Negro and have no control over my life" to the moment of epiphany: "we are on top again."
At first things didn’t look to bright for Carver’s future, he tried to enlist into the school in Diamond Grove, but was turned down because of racism. They told Carver that African American’s were not permitted to attend the school. With the news of this, George left home on his own, to attend a color school in the community of Neosho. He had to find someone who ...
...mes out of jail, there is a “heated, charged, part” inside Zach (Kidd, 311), which motivates him to become a lawyer, and ”bust white ass” (Kidd, 311).With Lily’s help he overcomes his anger (Kidd, 331). He understands his anger, and transforms it into motivation to get high grades (Kidd, p.332). In sum, this shows the obstacles created by racism in Zach’s life. Though, he becomes angrier towards white people, he does not use violence. However, Zach transforms his anger into motivation to go to college, and to become a lawyer.
The change in a social class is something that is shown in every day life and the media. It is the American Dream to move upward in society. The movie Sweet Home Alabama is a prime example of social mobility in the main character. The main character Melanie Carmichael left her small town Alabama home and achieved an impressive upward social mobility. She began her life as a daughter of a respectful working class family to become a world famous fashion designer in New York City. At the beginning of the movie, Andrew, the mayor’s son, proposes to Melanie. She says yes, but before she can marry him, she has to clear up a not so final divorce with Jake, her high school sweetheart she left behind. Melanie is now caught between two classes and two cultures, the working class that she grew up in and the upper class she has now placed herself in. As the film continues, her dilemma will require her to acknowledge and reconnect with her mother who lives in a trailer park while still trying to impress h...
Bell hooks knows about the challenges of race and class, and why some people have a harder time than others in achieving the American Dream. It is normal to feel uncomfortable and awkward arriving at a new school for the first time, but this was something completely different. For bell hooks, walking through the halls with eyes staring at her as if she was an alien, she realized that schooling for her would never be the same. She describes her feelings of inequality a...