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History of the Harlem Children’s Zone program
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The Harlem Children’s Zone provides a variety programs and options for children that come from families with low income. The HCZ continues to be an organization that is designed to take effect over, achievement-oriented schools and strong social and community services to care for children’s educational achievement that live in poverty. Their overall goal is assisting kids to have the determination and motivation to graduate from college. This goal provides the kids the ability to enter the middle class and become well-rounded, self-sustaining, civic-minded citizens. HCZ has proven that time after time they have the means to break the cycle of poverty one step at a time. Within this research paper, I have dove into the fascinating history, current
The South Bronx, New York City: another northern portrait of racial divide that naturally occurred in the span of less than a century, or a gradual, but systematic reformation based on the mistaken ideology of white supremacy? A quick glance through contemporary articles on The Bronx borough convey a continuation of less-than-ideal conditions, though recently politicians and city planners have begun to take a renewed interest in revitalizing the Bronx. (HU, NYT) Some common conceptions of the Bronx remain less than satisfactory—indeed, some will still express fear or disgust, while some others have expressed the fundamentally incorrect racial ideas studied here—but others recall the Bronx with fondness, calling it a once “boring” and “secure” neighborhood.(BRONX HIST JOURNAL, p. 1) What are we to do with such radically different accounts between The Bronx of yesterday, and the impoverished borough of today? If we speak in known, contemporary cultural stereotypes, then segregation is strictly a Southern design, but natural otherwise—but to record this as a natural occurrence, no different than a seasonal change or day turning to night, would be to ignore the underlying problem. The changing role of white Americans from majority to population minority in the Bronx, coupled with the borough’s title of “poorest urban county in America” (as of 2012), is the result of careful orchestration and a repeating story of economic and political gain superseding civil rights. (GONZALES, BRONX) (BRONX HIST JOURN, HARD KNOCKS IN BRONX @ poorest note ) It is not coincidence.
Imagine attending a low class segregated school, no matter how smart you may be, you are always categorized. Picture yourself surrounded in a city that’s filled with crimes and poverty, being judge constantly because of your residency. In the book Amazing Grace, Jonathan Kozol interviews the children of Mott Haven and other lower class cities in the state of New York. Some children in the community are very well educated; however, some of them who obtain such knowledge lack confidence in a poor environment. How can one maintain through such chaos and still aspect to succeed? Having faith, motivation, and positive people in one’s life can really make a difference in their outcome. Although the population is high for lower class children of the ghetto, there is much hope for each individual who follows a clear path.
America’s school system and student population remains segregated, by race and class. The inequalities that exist in schools today result from more than just poorly managed schools; they reflect the racial and socioeconomic inequities of society as a whole. Most of the problems of schools boil down to either racism in and outside the school or financial disparity between wealthy and poor school districts. Because schools receive funding through local property taxes, low-income communities start at an economic disadvantage. Less funding means fewer resources, lower quality instruction and curricula, and little to no community involvement. Even when low-income schools manage to find adequate funding, the money doesn’t solve all the school’s problems. Most important, money cannot influence student, parent, teacher, and administrator perceptions of class and race. Nor can money improve test scores and make education relevant and practical in the lives of minority students.
...g of the struggle of poverty and subsequent educational barriers. Though extremely grateful for all of the privilege in my life, it was difficult to realize my fortune until working with the teens at RYP who often do not have two parents, have limited adult influences, and live below the poverty line, making education an afterthought. From the perspective of a tutor and mentor, the educational support that the teens require is unquestionable, just like the injustices they face daily. Through service, not only does one gain perspective into the needs of the local community, but also insight into systemic issues of racism, poverty, crime, education and more. By participating in service and trying to counteract the sources of need for others, one will undoubtedly change their perspective of the framework question, knowing that the very least one should help others.
"Catching Them Early" profiles the extraordinary efforts of Richmond's Lincoln Elementary School to ensure a bright future for its children. Ninety-nine percent of the kids attending Lincoln qualify for federal meal subsidies; many have family members in a gang. So the school makes special efforts, including the hiring of outreach workers, to provide the kind of support kids need to stay in class and do well.
In Karen Russell’s short story St. Lucy’s Home for Girls Raised by Wolves Claudette, the main character, and other teenagers are being raised in a home where they learn how to adapt to human society. Some girls accomplish this task while other girls fail. The wolf girl Claudette truly is conformed and successfully adapts to human society. Claudette proves this by her relationship with her other sisters along with her relationship with herself.
Worldwide, black students are treated unfairly. Generational poverty is prevalent in many black households. In 1927, the state of South Carolina spent $2.74 per black student compared to the $27.88 spent on each white student. In addition, Mississippi counties spent $3.59 per black student compared to the $68.15 per white student (Gardner 543). Dating back to World War Ⅰ, many families have been affected by generational poverty. There have been little efforts made to try and change this, and without efforts, the problem will continue to persist. “People who have money have choices. It’s harder without money,”stated James, a victim of generational poverty (Beegle, “Overcoming the Silence” 14). The people affected by generational poverty have
The dangerous cycle of poverty means that struggles and lifelong barriers are passed on from one generation to the next. Low incomes and unemployment create an environment where children do not have the privilege of going to school.Often times, children must work to provide an
In the United States today, there are inequities that exist in education and access to resources for low income minority students. During a time where education is more important to an individual’s success than ever before, at-risk poverty and minority students are being disadvantaged in the current school system. It is imperative that students receive all of the resources that they need in order to advance through the educational system regardless of their socioeconomic background. The inadequate distribution of federal and state funding and insufficient access to resources, as well as adequately skilled teachers, are factors that contribute to the lack of support that low income students receive. By ensuring the proper allocation of funding
Throughout the nation, education inequality affects many minority students that have low-income which reinforces the disparity between the rich and the poor. The amount of children that have a socioeconomic background of poverty in the United States is estimated to be 32.4 million (National Center for Children in Poverty, 2011). Since many of these children are from
Programs like these are important for low-income minority families because according to the Urban Institute, there is a huge correlation between low-income minority families and education level. For an example, more than half of low-income Hispanic parents/care providers, and ⅕ of African American parents/care providers lack high school educations compared to white people. Even though it is possible for a guardian and/or parent to achieve middle-income status without a high school education, it is uncommon. Education in today’s society is important because it increases a family’s chances of having an income two times above the poverty level. Although this program benefits low-income minority families, it also benefits anyone of any race who never finished high
“Children from low-income families hear as many as 30 million fewer words by the age of 4 than their higher-income peers” (Carter). Schooling is not prioritized in low-income households because most students are the first generation in their family to go to a higher level of schooling. Carter addresses, “Of entering college freshmen, 30 percent are first-generation college students, meaning no one in their family has earned a degree, and 24 percent are first-generation and low income.” She explains that almost 90% of those students do not finish with a degree. Most low-income households are not a stable environment for learning students. According to the Urban
While the growing wealth gap has been advantageous for some, it has been destructive for a much larger portion of the population. Through my research on the topic of education, I noticed a startling trend in the continued lack of success for those with a low socioeconomic status. Poor education is the root of the dangerous cycle. Those who are disadvantaged fall behind their wealthy peers during schooling. They also lack the funds to be able to get outside help or pay college tuition. With their lackluster education, they are unable to find a well-paying job. They are unable to move to an area with better schools and opportunities for their children, which makes the cycle repeat. This cycle has caused a severe lack of economic upward mobility
The system I chose to analyze was kids park. I chose this system based on a variety of different reasons. Firstly, on my experience from visiting majority of the parks in my neighbourhood, I’ve came noticed that a handful of parents doesn't have the time to take their kids to the park anymore. Whatever the reason maybe; work, personal time off, or too busy, it is something I've been noticing progressively. It is usually the nannies who are left with that responsibility or older siblings. Secondly I chose this particular system because I find it interesting how some parents are raising the children and when they’re out in public, for instance, a playground, I get to see how they deal with their kids in certain situation and if it affects what
In the Southern Education Foundation’s (SEF) October 2013 report, A New Majority Low Income Students in the South and Nation, it is shared that a majority of public school children in 17 states, one-third of the 50 states across the nation, were low income students as of 2011. Thirteen of the 17 states were in the South, and the remaining four were in the West. Since 2005, half or more of the South’s children in public schools have been from low income households. During the school years 2010 and 2011, for the first time in modern history, the western United States had a majority of low income students attending P-12 public schools.