When children are exposed to discriminative behaviour at school, they become withdrawn and not valued. This theory centres on the behaviour and actions of the social environment children are exposed to at school. The most noted discriminative behaviours children are confronted with are a negative demeanour towards gender, culture, skin colour, dress and appearance. However, with a positive environment of acceptance for all people from an early age, children learn to value and respect themselves and each other. The way a teacher listens, talks and observes a child is influenced by the images they have of the child. Teachers who see children as being creative, engaging, imaginative, communicators and learners have a classroom of children who …show more content…
The effects of poverty can cause negative behaviour in the classroom due to emotional and social challenges. Research suggests that children who have had a disadvantaged upbringing are less likely to do well at school (Connell, White and Johnson as cited in Ewing , 2013, p. 74). Not being socially accepted because of socio economics can deter a child’s experience of schooling and create cognitive lags. For this reason, it is important for schools to bridge this gap. Children from different socio economic backgrounds bring similar knowledge to the classroom, but it is the children’s experiences that can have a negative impact on a child’s learning (Thomson, 2002, p.4). For example, children from low socio economic backgrounds can have high levels of behavioural and emotional problems, anger, have less linguistic knowledge and high levels of absent days from school. Likewise, another factor that can affect a child’s schooling experience is gender …show more content…
This discriminate behaviour causes children to feel like they do not belong; there for withdrawing themselves from their school and learning. It is up to us as teachers, to further our learning and educate ourselves on the diverse world we live and teach in. The gender, culture, skin colour, dress and appearance of a child does not change who they are inside and their capability to learn. Teachers must not have preconceived ideas of a child. When children have strong relationships between home and school their learning and development is best supported (Hedges, Cullen & Jorden 2011). When teachers are interpreting the curriculum it is important they include practices that that link the home, family and community experiences. With a positive and supportive school environment, children can learn to feel and show acceptance for all people no matter of age, sex, race, culture and socio economics. Children can learn to value and respect themselves and each other. Australia has a diverse range of culture and ethnicities in schools and majority of schools are using effective methods to cater and enrich a child’s learning experience. Schools must support the ongoing professional development of teachers in gaining better knowledge of different cultures and the links between educational outcomes. Every child has the right to enjoy school, and it is up to us as
Prejudice is a topic of interest to social psychologists and society as a whole. Prejudice can be defined as ‘an attitude that predisposes a person to think, feel, perceive and act in a favourable or unfavourable way towards a group or its individual members’ (Secord and Backman, 1974, p). Prejudice is often the cause of negative behaviour such as bullying and aggression. Discrimination such as; racism, ageism, sexism, nationalism, classism may occur as a result. Jane Elliot’s study: A Class Divided (1968) attempts to highlight prejudicial behaviour in children. Elliot divided her class into groups of eye colour. She told the children that blue eye colour defined people to be more intelligent and superior to those with brown eyes. Results showed that the divide caused pupils to develop characteristic responses of discrimination. Additionally, it showed the subconscious affect of discrimination by both the oppressor and the oppressed. (Video, 1968)
In 1995, Delpit published Other People's Children: Cultural Conflict in the Classroom. Although the excerpt analyzed in this paper is from a larger work, it was written by Delpit (1995) as a self-contained speech. This excerpt includes many of the concepts Delpit believes to be the basic cultural conflicts in the classroom, which are stereotyping, child-deficit assumptions and student isolation and invisibility. Delpit's goal is to "remove the dynamic of oppression that are inherent in any classroom…that come together when (primarily white) teachers spend time with 'other people's children'" (Delpit, 1995, pg.69). Through Other People's Children: Cultural Conflict in the Classroom, Delpit lays the foundation for multicultural education and details ways teachers can solve the inherent problems that arise as a result of many cultures interacting in the classroom. The purpose of this paper is an analysis of this text through an analytic, interpretive and normative reading.
Students in poverty tend to obtain low grades, have little academic achievement, and often misbehave. Many often drop out before graduating high school. Students ages sixteen through twenty-four are up to seven times more likely to drop out. A study published in Nature Neuroscience discovered “a link between physical brain development and poverty level. In a study of eleven hundred children, adolescence and adults from around the US, researchers found significant differences in the brains of children from the lowest income bracket in comparison to those in the highest. Families who lived on less than twenty-five thousand dollars a year had as much as 6% less surface area in their brain in areas like language and decision making than families who made more than one hundred and fifty dollars a year.” This may support why many students in poverty tend to do worse in school over middle class students. Employers usually lean toward more educated workers, leaving the poor at a serious disadvantage when it comes to work Children growing in poverty regularly have families of their own poverty. Some workplaces, manufacturing jobs have replaced their human labor with machinery and technology, which leaves many potential jobs out of the hands of people hungry for work. Having a weak education leaves them unskilled, resulting poor and low paying occupations. This creates a long lasting loop of poverty, a loop which is hard to escape. They
It is imperative that educators have high expectations for all children regardless of their circumstances. There are different explanations of how poverty and class relate academic achievement. Some of the explanations to clarify reasons for low achievement with students are genetically inherited intelligence, language deficit, and lack of aspirations. Lack of aspiration plays a matter in academic achievement. Aspirations develop in relations of what appears possible to achieve. Children living or affected by poverty often experience lack of aspiration due to growing up in poverty and seeing their parents, relatives experience unemployment, struggle to provide and support them. Thus, children affected by poverty frequently learn that aspirations lead to disappointment. Furthermore, teachers need to be supported and given time to understand children/students who are living or affected by poverty to create successful interactions between teachers and leaners in challenging schools. More so, teachers need the opportunities to gain more knowledge and better understanding view of their students outside of
In conclusion, it is obvious through everyday life and from past history that it is still very important that society and the government address the issues of stereotyping, prejudice, and discrimination, and promote tolerance and respect for all people by implementing curriculum and practices in American schools. However, what students learn in the classroom needs to be reinforced by the examples their parents set. Educating students about other races, gender, religious, and cultures help them understand and accept people who are different from themselves.
As a community we enact tangible proclamations of our values in the form of legislation and policies. Furthermore the public education system reflects what we, as a community hold in esteem whilst embodying our hope for the future. Education Queensland’s (EQ) Inclusive Education Statement (2005) clearly articulates a commitment to quality teaching and learning that actively enables immediate and long-term achievement for young people regardless of circumstance. Based on a social justice and equity model, inclusion in schools presents as distinct promotion of social change. Perceptions of previously marginalised persons as being without value is now challenged, as we are encouraged to acknowledge each unique individual in direct opposition to the stereotype. The status quo is shifting, so too must our ideals and attitudes in order to accommodate this shift.
Despite this, there are still those who do not believe that children raised in poverty are more likely to underachieve in school. A more equal distribution of income in society can lead to fewer social problems. The Ministry of Education in New Zealand believes that with the right skills, teachers can help all students succeed regardless of their social grouping. However, this is not always possible as some families living in poverty lack the necessary resources for their children's education. Parents with higher socioeconomic status have more opportunities to spend time with their children and can afford pre-school education.
Behaviorism contends that desired behavior from people is formed by the actions and reactions of other people rather than an individual’s own free will. This means that by carefully and deliberately shaping desirable behavior, morality and information is learned by individual, so important causes of, and motivations for behavior lie outside, rather than within an individual. Therefore for behaviorists, all learning is observable and measurable.
A child miseducated is a child lost. As we have evolved into a mostly efficient country, we still have obstacles regarding education. According to Lucy Hart, students of lower economic statuses often face additional problems like resources, learning conditions, and poor motivation that negatively affects their academic performance. Families with lower incomes struggle with providing academic support for their children. They have limited time and financial resources, making it hard to create a good support system. Most parents cannot afford the technology necessary and tutors for their children. “When children do not have a positive learning environment at home, it negatively affects their academic achievement level in school” (Lucy Hart). This study addresses a number of issues regarding the poor having less access to good education and technology.
There are many different factors that affect education. One such factor is, socioeconomic status. Children who attend school in a wealthier community receive a better education than those students in poor communities. In poor communities, student’s education is not only affected by a lack of resources, but also from teaching methods and philosophies. Urban and poor schools’ students do not receive as equal of an education as their more affluent and suburban counterparts do.
Among the deprived and polarized are children. They are usually denied a variety of culture as many gated communitites tend not to be richly diverse in class or ethnic standing. This deficiency of being raised surrounded by diversity can play a key role in the increase of feelings of apathy toward those of different ethnic or social background; and in extreme cases, can lead to school violence.
It can be argued that the academic performance of children has nothing to do with their socioeconomic status, because there have been many cases of children from very poor families who have excelled greatly in academics (APA, 2017). Furthermore, many predominantly high-end schools have posted poor results when compared to school with poorer backgrounds. This is despite the fact children from lower socioeconomic classes do not have access to the best forms of learning materials. The high performance of children from poor backgrounds is often attributed to the fact that they are not preoccupied with many activities which would otherwise hinder them from concentrating on their studies (Sacerdote, 2002). Therefore, some believe it is false to say that poor performance is associated with children who come from low socioeconomic classes. Rather, they believe academic achievement is genetic (Sacerdote, 2002).
The world was once made up of black and white nations. The color of one’s skin was an indication of where someone came from. This was most likely the scenario of the world, at the very least, a hundred years ago. Racism was rampant and very public throughout the world, but now racism is not as transparent especially in the United States. For this reason people must become more open and attuned to different attitudes held by individuals. One area where racism should be looked at is in classrooms. It is well documented that people have preferences or cognitive preferences without even realizing it. A teacher therefore, has extremely powerful ability to not only give certain children preferences but also treat students different with or without realizing it themselves. At an early age of six children of exposed to this and will likely in turn mimic these behaviors. Schools have rampant discrimination tendencies throughout The United States however this does not have to be the case there must be solutions for Teachers and students a like to become more aware of discriminatory actions and to at least limit these action by becoming aware of them.
Teachers shape lives through words and actions. It is a great responsibility to show guidance, care, and acceptance to all children and to inspire them to become the best that they can be. This philosophy has been discussed in the areas of the nature of students, the nature of knowledge, the purpose of public education, methodology, and curriculum. In order to help a child, I must teach, and be teachable. I must speak and listen. I must look into their eyes and understand. They must look into mine and know truth.
In 2013, Inclusive Education Report stated that discriminatory practices of schools were the greatest barriers to education in Australian schools (Cologon, 2013). Inclusivity has a potential to positively impact the students and the tutors. It creates an environment where the school system cares for both the student’s and the teacher’s needs. Inclusion creates a sense of community among the children. In order to understand the concept, I conducted an interview with the head teacher of my former school. I intended to know her understanding on inclusivity, the Christian understanding of inclusivity, its importance and the strategies that schools implement to achieve it. I also sought to find out whether the school was making deliberate attempts to make sure that learners from different backgrounds had quality education. Lastly, I also asked he...