Purpose and Focus: The purpose and main point of chapter one of Hope and Healing in Urban Education are that youth in low-income environments need extra hope and attention in order to succeed. Shawn Ginwright explains that while it may be difficult to reach these communities, it’s a worthwhile investment of time and resources to improve them. Ginwright uses personal examples of people who have been affected by the struggle of living in a crime-ridden and low-income neighborhood in San Francisco. The eldest sibling examined, Tanya, a community organizer suffered the loss of her younger brother, who was murdered while he was visiting her on holiday from college. While Tanya felt helpless and that her efforts were in vain, she reached a fork in the road and had to decide whether or not she was getting anything effective accomplished. In the end, Tanya, along with other community organizers, created a healing zone for anyone suffering trauma and offered the community hope and healing. This concept of hope and healing is the central message …show more content…
They claim, “...students of color are showing that they feel disconnected from their respective schools, that implicit yet institutionalized racism creates emotional distance between them and their white peers and faculty. Being a black student on a predominantly white campus certainly, doesn’t guarantee that the student will develop mental-health issues. However, various studies suggest that perceived or actual discrimination can make it hard for students of color to engage with their campus in the way that their white peers do.” This explains how students sometimes feel like they don’t get enough support from their universities and this is dangerous because it can lead that student to drop out of school. According to “From the achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools” claims
Since historically black institutions are smaller, the environment feels more like a family. A historically black institution gives African American students a platform to be heard where they are comfortable and safe. It is an environment where they are the majority, unlike everyday life where they are a minority. At a predominately white institution, African American students can feel lost on campus and feel as though they do not have a voice on the issues they encounter.
Jonathan Kozol’s book explores the impoverished community of Mott Haven. The children interviewed in the community have had little exposure to the world outside of the South Bronx. Without anything to compare their situation to, they tend to accept and attempt to live out their childhood, playing and making new friends in the direst of circumstances. The children interviewed often discussed their religious views and their relationship with God. Children in privileged communities tend to look to their parents to help them when they are in trouble or feel confident their parents will be able to fix any situation.
In the following article author Adam Gorlick talks about a study conducted by psychologists in Stanford that had helped raise the GPAs of minority students. The article starts off with the premise that most new minority students entering college will often feel like they or their racial dont belong in the institute and due to that belief they tend to do worse in school and feel like outsiders. According to Greg Walton and Geoffrey Cohen they saw a substantial increase in participant’s gpas throughout the following years and reporting some to graduate at the top of their class. This was done by having two groups of students who were either asked to read reflections written by upperclassmen on their experience or read something completely irrelevant
How can a CPS student learn when their city of chicago is at an all time high of crime activity. Students walk home everyday, to and from schools in these neighborhoods that we watch take countless young educators from chicago's gun violence. Mayor Rahm Emanuel can move these schools into safer environments where these students are being monitored and are able to concentrate on the life goals these young educators strive to work for. Mayor Rahm states in the article, “Have I ever rested on anything?”. The Mayor directed this quote to trust him.
“Kids at Hope” has become a part of the Herndon High School’s framework for all students and the entire staff. Kids at Hope is “a strategic, cultural framework designed to engage entire communities to support success for all children, no exceptions”. It is a cultural framework with strategies based on three leading principles and practices: We Believe, We Connect and We Time Travel. The “We Connect” component of Kids at Hope supports the notion that as long as children have meaningful and sustainable relationship with caring adults they will be successful. Those caring adults are called the ACES.
Historically Black colleges and universities (HBCUs) are institutions of higher education in the United States founded primarily for the education of African Americans. Prior to the mid-1960s, HBCUs were virtually the only institutions open to African Americans due to the vast majority of predominantly white institutions prohibiting qualified African Americans from acceptance during the time of segregation. As such, they are institutional products of an era of discrimination and socially constructed racism against African Americans (Joseph, 2013). Successfully, millions of students have been educated in spite of limited resources, public contempt, accreditation violations, and legislative issues. The purpose of this research paper is to discuss
They make decisions about where the direction the school is heading without consulting or collaborating with the existing families. Finally, the behavior of the white parents reflects a lack of awareness of their privilege and the ways in which it can be harmful. They assume that their desires and priorities should take precedence over those of the Black and Latino families, reflecting a lack willingness to listen and learn from
People with an education have a larger income, have a better chance of earning the respect of fellow citizens, and are more likely to get jobs. Knowledge is power, and many young people living in the Projects are intelligent and full of submerged potential, but they live in a place where it is an achievement just to graduate from high school. They have lost the hope that was alive and thriving during the life of their grandparents, when Martin Luther King was a beacon of hope. The children in the projects might have low expectations for their future, but holding on to hope and fierce determination is the only way they will leave their lives of poverty. Martin Luther King, Jr., emphasized, "I say to you today, my friends, that in spite of the difficulties and frustrations of the moment, I still have a dream" (King Jr.).
Delgado and Stefancic (2011) stated that Critical Race Theory explores how “race, racism, and power intersect to create different circumstances for people of color within society [...] and in postsecondary institutions” (as cited in Quaye, 2013, p. 172). Within the field of higher education, it is important for student affairs professionals to recognize how race permeates all aspects of an individual’s life to fully understand their students’ experiences. Unlike other student development theories, such as Baxter-Magolda’s (2008) self-authorship and Abes, Jones, and McEwen’s (2007) Model of Multiple Identities, CRT places race at the “center of the analysis and assumes that race is omnipresent” in an individual’s life (Quaye, 2013, p. 167).
Throughout the piece “Campus Racism 101” by Nikki Giovanni, the concept of ignorance is evaluated and advice to minority students is given. Giovanni, a professor at Virginia Tech, describes the struggles that might, and most likely will, impact minority students and addresses the stereotypical mindset that those students, and Giovanni herself, will encounter while on campus and in the “real world”. Giovani uses imagery to set the stage of her piece “Campus Racism”, as well as logical and backed by real world experience advice to students to help minority students succeed in predominately white colleges. Giovanni first uses imagery to set the stage for stereotypes and the issue of racism on college campuses. At first this seems irrelevant as she describes a young man who is “Too cool for school.
There are many reasons English teachers should select material to teach important concepts. English is a much more loosely structured class than Calculus or Physics, so there is a great deal of controversy when choosing books for students. While some titles can hold topics that resemble taboos, the experiences of the protagonists in stories of violence, poverty, and extreme struggle can encourage growth of students as learners, thinkers, and human beings. Ishmael Beah’s memoir A Long Way Gone is appropriate for the Sterling High School English IV curriculum because it contains honest and detailed imagery, and because it sparks a reader’s awareness of tragedies that are being forced upon their peers across the globe.
“And We Still Rise: The Trials of Tribulations of 12 inner City Students” Corwin records the lives of twelve incredible students during their high school years. Corwin takes us on an excursion in the lives of these young people who battles everyday life issues with some characters dealing with gang violence, to some dealing with domestic abuse. Corwin shows how they overcame their obstacles and went on to do great things as a student in their high school. The fact that these young people were able to rise above their terrible conditions, gives me inspiration and motivation to do my best in school and to fight for success and equality in life/society.
Most of the children in Little’s AP class has a dark background. For example, coming from a childhood full violence or sexual abuse. But even that kind of obstacle shouldn’t stop you from succeeding in getting an education. Through the book, “And Still We Rise: The Trials and Triumphs of Twelve Gifted Inner-City Students” Corwin has showed the audience that no matter where you are or where you are from, you can always succeed in
Racism: Should It Be The Reason To Abandon Students? Freedom Writers written and directed by Richard LaGravenese , based on the book, The Freedom Writers Diary, by The Freedom Writers with Erin Gruwell .“At 16, I’ve probably witnessed more dead bodies than a mortician,” says a Woodrow Wilson High School student, before matter-of-factly describing a life in which gang and domestic violence are everyday occurrences.1 Racism , that is, basing on racial, people are divided into different social classes. Racism not only be the reason to prejudice students, but also be the root of violence. As Eva says: “schools are like the city and the city is just like a person, all of them divided into separate sections, depending on tribes.”
Notably so, forceful government initiative in maintaining diversity among schools of higher education would lead to the mandating of a specific quota for a diverse student body, therein increasing biased admissions disregarding academic skill to satisfy requirements. Such a conception would only serve to hinder the very individuals that the government is attempting to help, as is explained in Richard H. Sander’s study, wherein affirmative action and its implications on black law students were observed. It was revealed that individuals become increasingly susceptible to “drop[ping] out and fail[ing]” due to such persons being “in over their heads academically” (Source B). Unprepared students lacking the necessary skills are admitted and overwhelmed,