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Student involvement theory
Classroom interaction essay
Classroom interaction essay
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The War Between the Classes By (Your Name Here) The War Between the Classes is an excellent book written by Gloria D. Miklowitz. It is about a high-school class that plays the “Color Game”. In the game, there are four social classes which are represented by armbands: Blues – highest, richest; Dark Greens – upper-middle class, semi-rich; Light Greens – lower-middle class, semi-poor; Oranges – lowest class, very poor. To further split up the classes, there are the superior sex, Teks(females), and the inferior sex, No-Teks(males). There are also groups of Color Game “policemen”, which are older students who played the game in previous years. They record the students’ activities, and record any good or bad behavior, which can result in demotions or promotions. The Color Game runs like this: Lower classes, or No-Teks, must bow when they meet eyes with a higher class, or Tek. Higher classes can give orders to lower classes. Lower classes may not speak to a higher class unless spoken to, and can only reply in a short answer. You must have your armband and journal with you at all times. The main character in this book is Emiko “Amy” Sumoto. She comes from a Japanese family, and her parents believe she should keep the family going by marrying a Japanese boy. Instead, she is interested in a rich, white boy names Adam, which is the opposite of her. In the Color Game, all the Latinos in the class turn out to be high colors, and rich whites end up as lower colors, which are all planned out by their teacher. Although she is used to being treated as a lower person in real life, along with the rest of the Latinos, she doesn’t feel right with the power she has, being one of the most powerful people in the class. She decides to try and unite all the colors to an equal rank. After being demoted from Blue to Orange with Adam, she plans to post “Unite All Colors” posters all over the school, and make quad-colro armbands for all students to wear. Finally she succeeds in doing this, and unites the whole school as one. My favorite part of this book is when Amy and her friend Juan sneak into the school at night and post the posters all over the school. I like this part because it sounds very fun to do, and it’s the only actual action part or the book.
In Bettie’s analysis of Mexican-American and white girls, she finds that race, gender and class are extremely crucial in the outcomes and futures of these girls. The unmentioned and hidden effects of class, race, and gender provide the explanation for much of the inequality seen between the white middle-class girls and Mexican-American working-class girls. Much of this inequality is itself perpetuated within the school system, both by the faculty and students.
Colormute: Race Talk Dilemmas in an American School, which was her first published book, won the 2005 AERA Outstanding Book award. In 2008, Pollock wrote Because of Race: How Americans Debate Harm and Opportunities in Our Schools. Everyday Antiracism: Getting Real About Race in School, which is a compilation of short essays regarding race and opportunity written by supporting teachers, won the 2008 Outstanding Book Award from the Gustavus Myers Center. Mica Pollock relies on experiences of working in teaching and civil rights, as well as, 20 years of research to communicate how to support our very diverse learning
The novel “Women Without class” by Julie Bettie, is a society in which the cultural you come from and the identity that was chosen for you defines who you are. How does cultural and identity illustrate who we are or will become? Julie Bettie demonstrates how class is based on color, ethnicity, gender and sexuality. The author describes this by researching her work on high school girls at a Central Valley high school. In Bettie’s novel she reveals different cliques that are associated within the group which are Las Chicas, Skaters, Hicks, Preps, and lastly Cholas and Cholos. The author also explains how race and ethnicity correspondence on how academically well these students do. I will be arguing how Julie Bettie connects her theories of inequality and culture capital to Pierre Bourdieu, Kimberle Crenshaw, Karl Marx and Engels but also how her research explains inequality among students based on cultural capital and identity.
In Mantsios’ “Class in America” he provides us with four myths about the United States. In one of these myths the idea is brought up that the United States is, at its core, a classless society. It is also states that whether rich or poor, everyone is equal in the eyes of the law. The myth also states that health care and education are provided to everyone regardless of their financial stability. This idea about a classless society is exactly what Mantsios claims it to be, a myth. It is untrue to state that everyone is equal in the eyes of the law, and to believe that whatever differences exist in financial standing are insignificant. There are clear distinctions between different groups of people depending on their economic and social standing.
1) Carbone II, Steven A. (2010). Race, Class, and Oppression: Solutions for Active Learning and Literacy in the Classroom. Student Pulse, 2.01. Retrieved from:
Lacking the necessary support, many start to devalue the importance of doing well in school deciding that perhaps school isn’t part of their identity. In Susan’s case she’s eliciting multiple forms of subordination, and within each dimension she’s being subjective to different types of oppression; racial oppression, gender oppression, and class oppression, she’s experiencing cultural alienation and isolation and is not only based on her ethnicity as a Latina but is also influenced by how she is treated as a female, as a member of a certain socioeconomic class, and in relation to her English language proficiency, and even her perceived immigration status. In this sense, students like Susan experience different forms of discrimination or marginalization that stems from
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.
Racism, stereotypes, and white privilege are all concepts that affect all of us, whether we believe it or not. If an adolescent of a minority can distinguish these concepts in his society, then we all should be aware of them. These concepts are all clearly demonstrated in “The Absolutely True Diary of a Part-Time Indian”. Anyone and everyone could clearly understand this novel, but the intended audience is middle school to college level students. The novel’s goal is to help white students understand the effects of white privilege in an easier, more understandable way.
This stage of my adolescent life was very memorable. This was the time when my life was becoming more complicated as I struggled to find my own racial identity, and constantly questioning myself, “Who am I?” “Where do I belong?” while facing the pressure of “fitting in” as a biracial teen in prejudicial Asian society.
For Marx, the society history of class was a history of class conflict. He observed the successful rise of the bourgeoisie, and the essential of revolutionary violence. He says that the heightened form of class conflict securing the bourgeoisie rights that supported the capitalist economy. Marx believed that the poverty inherent in capitalism were a pre-existing form of class conflict. He assumed those wage laborers are in need to revolt to bring about a more equitable distribution of wealth and political power.
A Class Divided The film A Class Divided was designed to show students why it is important not to judge people by how they look, but rather who they are inside. This is a very important lesson to learn: people spend too much time looking at people not for who they are but for what ETHNITICY they are. One variable that I liked about the film is that it showed the children how it felt to be on both sides of the spectrum. The HYPOTHESIS of the workshop was that if you out a child and let them experience what it is like to be in the group that is not wanted because of how they look and then make the other group the better people group that the child will have a better understanding of not to judge a person because of how they look but instead who they are as people. I liked the workshop because it made everyone that participated in it, even the adults that took it later on, realize that you can REHABILITAE ones way of thinking.
Social and economic class is something we as Americans like to push into the back of our minds. Sometimes recognizing our class either socially or economically can almost be crippling. When individuals recognize class, limitations and judgment confront us. Instead, we should know it is important to recognize our class, but not let it define and limit us. In the essay, “Class in America”, Gregory Mantsios, founder and director of the Joseph S. Murphy Institute for Worker Education at the School of Professional Studies, brings to light the fact that Americans don’t talk about class and class mobility. He describes the classes in extremes, mainly focusing on the very sharp divide between the extremely wealthy and extremely poor. In contrast, George
In order to establish a PHILOSOPHY ON TEACHING, a sequence of events happen in history to open a doorway to “Society about Education and Schooling”, as the description of Public Education Goals for Our Educational System came from the ideas of two famous men, Horace Mann and Thomas Jefferson.
The Girl with the Brown Crayon tells a simple, yet deeply connected personal story of a teacher and a student, as well as other students that embrace themes of race, identity, gender, and the essential human needs to create, and to belong. It is about maintaining order, though a sense of self, one’s own knowledge, capabilities, exposing the strengths and weaknesses while forming one’s own identity in school for the teacher and the students. Becoming a part of something greater than self, but not losing oneself, and how educational interaction can take place between teachers and students, all in an effort to fit in, belong, yet keeping one’s own identity through the growth of change and acceptance
It is perpetuated by the way wealth, power, and prestige are distributed and passed on from one generation to the next