Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Drug abuse effects on society
Effects of illicit drugs in the society
Drug abuse effects on society
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Drug abuse effects on society
Before diving into the book of In Search of Respect, I expected an author merely observing the drug-dealing world around him. However, Philippe Bourgois, as an anthropologist, surprised me with his methods of research and reactions to the stories told and events that occurred during his accumulated five years in El Barrio. While conducting his participant-observation-based fieldwork study, Bourgois became increasingly involved in the every-day lives of his new friends and greatly influenced the lives of Primo, Caesar, Ray, and the other residents of El Barrio he interacted with. Philippe Bourgois developed an honest, trusting relationship with his research subjects. Because of the strong relationship formed, many became ecstatic about being featured in his book and confided in him with their private thoughts. Primo, Caesar, and Ray greatly supported Philippe’s research, often asking him about the progress. “How’s that book comin’ Felipe? Finished yet?” (pg. 27). On one occasion, Caesar insisted he document a tail about how Ray and Luis had “raped an old male transient in the empty lot next to the Game Room,” although Bourgois …show more content…
As I read, I related to many events and stories told from my observations in my hometown although I never had direct experiences. In my hometown, it is very common for the teenagers living in Sioux Villa — a poor neighborhood with a reputation for housing illegal Hispanic immigrants and “gringo crack heads and stoners” — to also face discrimination at school. Not only did they receive less attention from teachers, rules were also less strict and imposed much less when it regarded them in comparison to the more privileged kids who received more attention, support, and opportunities from teachers and other staff members. Just like Primo and Caesar did, I witnessed many of these underprivileged kids get thrown out of class for back-talking the teacher or making disruptive
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
Their style and actions were deemed inappropriate because it did not adhere to the school standard of conduct. Thus, they were left on their own, without support or comprehension from the school staff. Because of this belief held by the school personnel, las chicas would be placed on a vocational tracking system. Once placed on this track, las chicas were essentially denied any chance of escaping their current socio-economic class. Las chicas and other hard-living girls were often told that college courses would be too difficult for them. Many of las chicas actually had high grades in their classes, but the grades didn’t matter because the courses they took wouldn’t qualify them for a four-year college. For many, the prospect of college dwindled, and with it, any hope for escaping their class in the future. They would head either to community college or straight to work in low-wage jobs. They were systematically excluded from any chance of improving their
In “Charro” by Oscar Casares, respect is an underlying theme that ties the whole story together. It weaves itself in and out of each scene as if it were its own character in the story. From having the respect for family or that of someone’s personal space, it is a constant throughout. Respect has the most important part in life. Family, friends, and acquaintances all need it. Humans have the tendency not to give respect all the time, which, without the presence of it, anger, hate and violence will arise from tension cause from its absence.
As Pollock states, “Equity efforts treat all young people as equally and infinitely valuable” (202). This book has made me realize that first and foremost: We must get to know each of our students on a personal level. Every student has been shaped by their own personal life experiences. We must take this into consideration for all situations. In life, I have learned that there is a reason why people act the way that they do. When people seem to have a “chip on their shoulder”, they have usually faced many hardships in life. “The goal of all such questions is deeper learning about real, respected lives: to encourage educators to learn more about (and build on) young people’s experiences in various communities, to consider their own such experiences, to avoid any premature assumptions about a young person’s “cultural practices,” and to consider their own reactions to young people as extremely consequential.” (3995) was also another excerpt from the book that was extremely powerful for me. Everyone wants to be heard and understood. I feel that I owe it to each of my students to know their stories and help them navigate through the hard times. On the other hand, even though a student seems like he/she has it all together, I shouldn’t just assume that they do. I must be sure that these students are receiving the attention and tools needed to succeed,
This book was published in 1981 with an immense elaboration of media hype. This is a story of a young Mexican American who felt disgusted of being pointed out as a minority and was unhappy with affirmative action programs although he had gained advantages from them. He acknowledged the gap that was created between him and his parents as the penalty immigrants ought to pay to develop and grow into American culture. And he confessed that he got bewildered to see other Hispanic teachers and students determined to preserve their ethnicity and traditions by asking for such issues to be dealt with as departments of Chicano studies and minority literature classes. A lot of critics criticized him as a defector of his heritage, but there are a few who believed him to be a sober vote in opposition to the political intemperance of the 1960s and 1970s.
It is nine in the morning, Professor Chagnon informs me of the information and data we hope to collect today, the three main forms of violence that accrue in and out side of each village, “chest pounding, side slapping and club fights” (Chagnon, 118) Professor Chagnon instructs me to follow him with the camera and film equipment. The Professor stops as he watch’s two men pounding each others chests, I begin preparing my camera to talk a photo when a friend of Professor Chagnon come’s over to say hello Professor Chagnon greets his friend an introduces me, Professor Chagnon as his friends what ...
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 ...
“As long as Latino kills Latino… we’ll always be little people,” stated Ernesto Quinonez. This statement comments on the integration of society within an individual’s identity and it’s long lasting effects. The perception of who we are behind closed doors and who we are in public greatly influences our state of mind and our internal well-being. Throughout Quinonez’s Bodega Dreams, the reader can clearly see how one’s traditional culture and perception of private vs. public image is valued amongst the characters. At times, the reader may notice an internal struggle within multiple characters. The thought of going against what may be considered “normal” can be quite nerve-racking for
In the favela of São Paulo, Brazil, 1958, Carolina Maria de Jesus rewrote the words of a famous poet, “In this era it is necessary to say: ‘Cry, child. Life is bitter,’” (de Jesus 27). Her sentiments reflected the cruel truth of the favelas, the location where the city’s impoverished inhabited small shacks. Because of housing developments, poor families were pushed to the outskirts of the city into shanty towns. Within the favelas, the infant mortality rate was high, there was no indoor plumbing or electricity, drug lords were governing forces, drug addiction was rampant, and people were starving to death. Child of the Dark, a diary written by Carolina Maria de Jesus from 1955 to 1960, provides a unique view from inside Brazil’s favelas, discussing the perceptions of good
Imagine seeing 10,000 of your classmates walking out of your school because they wanted a better education - a better way of life. In the 1960s’ Chicano students were being “pushed out”(Esparza) of school or being pushed towards vocational programs. East L.A was home to schools were “one out of every four Chicano’s completed high school”(Esparza). Instructors and the school board alike did not have an interest in helping Chicanos finish school to become someone other than a laborer and was expected of them to keep being a laborer. In “Taking Back the Schools”, Sal Castro a high school counselor claims, “I think the bottom line is the lack of concern of the teachers towards the kids and whether the kids were really getting an education or not...the reality set in that the teachers weren’t really concern for the kids.”(Esparza).
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.
Above all else the ten Latino boys Richard Mora observes over this time, have a want for control. Mostly control of their social identity; however, due to various social inequalities and differences that come attached to being working or poor class Latino children in urban areas, the boys are forced to overcompensate and exaggerate the one favorable aspect and privilege they have: Male privilege. The socialization of this happens early on and in certain cases has to if the boys even expect to survive contently in their social environment or even get half of the recognition their white male peers receive.
In public schools, students are subjected to acts of institutional racism that may change how they interact with other students. In the short story “Drinking Coffee Elsewhere” by Packer, readers are allowed to view firsthand how institutionalized racism affects Dina, who is the main character in the story. Packer states “As a person of color, you shouldn’t have to fit in any white, patriarchal system” (Drinking Coffee Elsewhere 117). The article “Disguised Racism in Public Schools” by Brodbelt states “first, the attitudes of teachers toward minority group pupils” (Brodbelt 699). Like the ideas in the article “Disguised Racism in Public Schools” Dina encounters institutionalized oppression on orientation day at Yale.
This is exemplified in Rich’s article regarding the lack of Latino representation in books which led students to thinking their “values as not belonging in school” (Rich, 3). Tokenism is not a solution, and depicting Latinos of their stereotype is merely another form of transferring ahistorical facts. Without education, history will be neglected and Chicano would not be re-signified, but continue to enforce boundaries and leave the double aims unresolved. With the absence of Chicano representation, history would remain ahistorical in the hands of Anglo-Americans who have generated “deficit thinking discourses in efforts to blame Mexican Americans for the social and economic problems” (Menchaca, 15). This refers to Du Bois’ blaming the victim in which underrepresented groups were blamed for their status due to their beliefs and were denied of their contribution in the nation’s infrastructure. There is the issue of choosing one culture over the other, because one will either be criticized by their peers for assimilating, or remain excluded from opportunities. The basis of American Negro history is strife, similar to the Chicanos being struggle. Both require the community to acknowledge this adversity, and to reflect and understand why the system functions that way and what needs to be done to enact changes and transform the community’s way of
Throughout his novel, Don Quixote, Miguel Cervantes effectively uses the transformation of reality to critique and reflect societal and literary norms. In three distinct scenes, Don Quixote or his partner, Sancho, transform reality. Often they are met with other’s discontent. It is through the innkeeper scene, the windmill scene, the Benedictine friar scene, and Quixote’s deathbed scene that Cervantes contemplates revolutionary philosophies and literary techniques. The theme of reality transformation does not even stop there. Sometimes the transformations of reality scenes act as mimetic devices. Ultimately, Miguel Cervantes’ use of transformative scenes acts as a creative backdrop for deeper observations and critiques on seventeenth-century Spanish society.