Child Deficit Analysis

Poverty, Race, and the Contexts of Achievement: Examining Educational Experiences of Children in the U.S. South Maryah Stella Fram, Julie E. Miller-Cribbs, and Lee Van Hornl

The study focuses on children coming from either the Lower Richmond School or Swan School. Lower Richmond School is an urban city elementary school, mainly attended by poor or working-class children. While many parents have positive views of this school, they are constantly low on supplies and even teachers, with the lower salaries than suburban schools leading to classes often being run by substitutes. This makes it harder for these children to get the education they need. Swan School, located in the suburbs, is mainly attended by middle-class children. Unlike Lower Richmond, Swan does well financially, with no shortages of teachers or supplies. Compared to Swan, Lower Richmond cannot afford to give their students as much as they would like to increase their chance of even finishing high school, much less college.(Lareau, 2011) This shows that middle-class schools are more likely to have students finish their education and go on to have better jobs, while poor and working-class schools have students who are more likely to stay confined to their social classes. While most of the children from the study who went to Swan, such as Garrett Tallinger, went to college and looked to have bright futures, none of the children in the study who went to Lower Richmond went to college, although Tyrec Taylor took four courses at a community college. Some children, such as Katie Brindle and Billy Yanelli, dropped out of high school.(Lareau, 2011) This shows just how much your social class affects your

Cultural competency is found within different settings however, the setting which will be discussed in this paper will apply to a school setting. A school setting is where social workers “enhance the social and emotional growth and academic outcomes of all students” (SSWAA, n.d.). Furthermore, social workers not only work with students but also, work with parents, school administration, food department, special needs department, and school health services (nursing department). In conclusion, in this paper the culturally competent social work practice of working with the Latino community will be further discussed and analyzed.

In the contemporary times, great importance is given to the significance of early years of a child’s life. It is widely acknowledged now-a-days that the early childhood years are a predominantly receptive phase in the developmental process. This stage is responsible to lay a foundation in early days and later years for cognitive functioning, learning process, physical wellbeing, and self-regulatory capacities in both personal and social lives. In simple words, “the period from birth to age 5 is one of opportunity and vulnerability for healthy physical, emotional, social, and cognitive development” (Karoly, Kilburn & Cannon, 2005). However, it is also a fact that many children go through several stressors during their developmental years due to which their healthy development may be impaired. For this reason, early childhood intervention programs are devised for the mitigation of the possible factors that threaten children’s positive outcomes. Such intervention programs also play a major role in supporting parents and families of the children. These programs may provide support through learning activities or further planned

In the US, parents play important role in students’ education, so it is important to develop relationships with parents (Quiocho & Daoud, 2006; Zarate, 2007). In the United States, parental involvement in the school is considered a positive influence on students’ education. Schools in the US must explain to Latino families the purpose of parent teacher conferences and actively recruit families to participate in them. Schools should offer conferences at times when working parents can attend them and provide interpreters and

Culture awareness is an excellent way to engage in our students and families lives. As teachers, we will see a diverse group of races and ethics, while in the classroom. However, the culture I will focus on is the Hispanic Americans. The children and their family primarily speak Spanish, which is typical because the parents originated from places where Spanish and Portugal was the only language. To name a few places where Spanish is normally spoken, you have Mexico, Puerto Rico, Cuba, Spain, and the Dominican Republic.

F. Scott Fitzgerald’s early American masterpiece, The Great Gatsby, gives readers a glimpse of life in the Roaring Twenties. In a time period filled with new inventions and a booming economy, rising through the ranks of social hierarchy seems deceivingly simple. Yet, improving one’s social stature in the communities of East Egg and West Egg is, in fact, a nearly impossible task. Unfortunately, rising in social standing in today’s society has proven just as difficult. As the nation’s wealth gap grows larger, more and more individuals are driven into poverty. Children from these less fortunate families struggle in school; many are lucky to even graduate from high school. Without college degrees, these children face limited

Hispanics, initial drawbacks frequently come from their parents ' immigrant and economic position and their sparse knowledge regarding the United States education system. While Hispanic students navigate through the school system, insufficient resources in schools and their awkward rapport with teachers continues to weaken their academic achievement. Initial drawbacks continue to mount up, causing the Hispanic population in having the least high school and college degree accomplishment, which is counterproductive of having a possibility for stable employment. According to Portman & Awe (2009) school counselors and comprehensive school counseling programs are anticipated to play a dynamic role in addressing the discrepancy between diverse

In the Hispanic culture there is parents that grew up not having an education and aren’t well aware of how the education system works. Some people that are part of the Hispanic culture are most likely from a low income budget or are part of middle class. This culture fails sometimes in achieving success because parents especially are never around to push their children into accomplishing their school studies because they are working full time jobs trying to keep a roof over their head. Every parent wants their own kid to achieve success and to make them proud no matter what but when the parent isn’t around their very own child can become less motivated by not having that push they need. Kids start to fall behind and their mindsets towards school are less likely to be considered at all. “For Hispanics in the United States, the educational experience is one of accumulated disadvantage. Many Hispanic students begin formalized schooling without the economic and social resources that many other students receive, and schools are often ill equipped to compensate for these initial disparities” (Schhneider). In Outliers, Gladwell demonstrates the education system involving today’s KIPP Academy located in New York City specifically towards Marita’s educational life. Marita's life is not the life of a typical

In the book, Translation Nation, Hector Tobar shows us the hard experiences that Latino immigrants face in the U.S. while pursuing the American Dream. Tobar traveled through some cities in this country visiting individuals and communities to gather those experiences. Through the stories of many people, including himself as son of Guatemalan immigrants, he allows us to see situations as for example, racisms, bad job conditions, and poverty among this ethnic group. The difficulties that Latino Immigrant face, as for example, the case of a group of neighbors in Maywood, California who were mocked because their accent when speaking English reminds me of similar situations that I have also face as an immigrant from México.

Interested parents can choose to participate on an advisory council. This committee works with GATE resource teachers, school administrators, general education teachers, and other school personnel to receive updates, provide feedback, and ask questions related to GATE programs. The advisory council meets at least three times a year in order to ensure that the education of every child is enhanced by assisting with program planning and assessment. The role of parent representatives is to serve as a liaison between the school’s GATE program and the school community. Parents may find information about joining the local advisory council by meeting with a school administrator or the GATE coordinator. Topics at advisory council meetings may include information on the identification, ALPs, different programming options, and addressing social emotional issues common to gifted children as well as continued program information. By being involved on the advisory council, parents are able to be more involved and give their input on different topics relevant to their child and from a parent’s perspective. Parents are able to give feedback on specific things that work well for their child or things that may need to be improved or changed in order to meet students’ needs more effectively. In order to best enhance the education of every gifted child, efforts are made to ensure that parents selected to act on the advisory committee represent the true demographic of the student population. In order to represent the demographic of the student population, it

As Latino parents mention that, we have to help our children in every way possible. Simply because we do not speak English very well does not mean that we cannot support our children to succeed in school. We value education, and there is much that we do at home every day. And staying involved in the school to watch over them is an extension of our parental responsibility" (Randy, 2009). This effort shows us some of the parents who care about their children and their children 's education; even if those parents did not speak fluent English, they must provide assistance even a little, whether for their children or teachers. Parental interest in their children makes teachers in enthusiasm and motivation to provide assistance to these

Furthermore, another question someone may ask is, “What makes Latinos different from African American students that also live in poor districts with little resources”? First of all, it is important to recognize that it is true that African American students also live in impoverished communities and attend lowly funded schools. However, the difference is that there is a language barrier that disadvantages both parents and students. When students are enrolled into school, the first question school officials ask is “What is the child’s first spoken language”? This question automatically categorizes that student. For numerous Latino students the answer to that language question is Spanish. Spanish is the first spoken language for many Latinos,

In today’s American school systems, Hispanics are among the most at-risk in the student population. They are less likely to finish high school and even fewer go on to enroll in college, let alone graduate from a higher education program. The number of Hispanic students is constantly growing, especially in urban schools, and most of those schools are desperately trying to create programs and systems to help accommodate the large number of English language learners. Those students’ scores are drastically lower than English speaking students. A study by the National Center for Education Statistics found that three out of four 8th graders are not able to pass a simple math test that includes

For this literature review, I conducted an analysis of poverty and how poverty affects children and their education. For my internship I work in a low-income school system, I really wanted to dive into what and how this has a role to play in brain and education. The major question that I feel needs to be answered in order to continue this research project is: has been shown to negatively influence child brain development, thus interfering with their success in the academic setting? There are many environmental factors that influence how a child’s brain develops before the age of six. These effects include prenatal care, health conditions, and poor school readiness skills in their language. Children raised in poverty are adversely affected both indirectly and directly through their family’s lack of resources and education. This Literary review I want to show where the Gap is in the research and problem solving of this issue. As well as the problems children face in their environmental and the impact on their ability to learn and remember new information and provides strategies for educators to help children and their families find the appropriate resources to help parents. Programs are listed that help both students and families reverse the negative implications of poverty on brain development in children.