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7/27/2019 Class Conscious
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Class Conscious:How Socio-Economic Status
Impacts Education
Judith Pellettieri, Ed.D.
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Golden Rule For Schools
ALL practices have to
work for ALL students
ALL of the time.
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Know Your Clients
What is the make up of your classroom?
What is the make up of your school?
What is the make up of your community?
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Know Their Class
Lower
Middle
Upper
Alternative
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The Great Class Debate
Schools should acknowledge class anddifferentiate accordingly.
Schools should be blind to class and notstereotype any one group.
Schools need to work for social andeconomic reform.
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Common Belief
It is beneficial to students to attend
schools where their individual differencesare respected and not viewed as
deficiencies.
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How Are Students Different?
Socio-economic Family structure
Race Nutrition
Ethnicity Support system
Physical abilities Family history
Gender Urban / RuralLearning abilities Religion
Family traditions Family dynamics
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Schools have to work for
everyone! Learning disabled (IEP)
Gifted and talented (IAP)
Special needs (504)
Language needs (ESOL)
Poor and rich, walkers and busers, hotlunch or cold lunch, white milk orchocolate, tall and short, .
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School & Family Partnerships
Public schools operate from middleclass norms and values.
Individuals bring with them the hiddenrules of the family in which they were
raised.
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Instruction to the
Lower Class
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Causes of Poverty
Lack of Human Capital
Crisis (car accident, health, fired)
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Social Mobility
One paycheck away from poverty
Tend to reproduce your class
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Facts
The younger the child, the more likely they
live in a low income family.
Maternal education is biggest indicator of
childs school success.
Maternal depression has a major impact on
preschool learning.
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Children of poverty may not know thehidden rules of the middle class.
Poverty is the extent to which an individualis without resources
Language issues can cause students from
generational poverty not to fully developthe cognitive structures needed to learn atthe levels required by state tests.
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Direct teaching must occur to build these
cognitive structures.
Relationships are the key motivators forlearning for students of generational
poverty.
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Child Care
Upper/Middle LowerCenter based care.
Children from centers
are more ready forschool.
Care given by relatives.
Children play less, nap
less, are not as readyfor school.
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Registers of Language
Formal - speaker or
writer gets straight to
the point.
Casual - speaker orwriter goes around theissue before finallycoming to the point.
Teachers using formal register can be viewed
by parents of poverty as being rude and
non-caring
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Tips for working with parents
from poverty. Use the museum format for events.
Have food.
Invite the children.
Have classes that benefit parents.
Call them Mr. or Mrs. as a sign of respect.
Use humor, never sarcasm.
Deliver bad news through a story.
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Tips for working with parents
from poverty Offer a cup of coffee.
Use the adult voice.
Be understanding, but firm. Be personally strong - dont show fear.
Emphasize that there are two sets of rules: one forschool and work and one for outside of school and
work. Dont accept behaviors from adults that you dont
accept from students.
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Instruction to the
Upper Class
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Tips for working with parents
from wealth Dont use humor
Use experts by name
Dont accept behaviors from adults that you
dont accept from students..
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Other Resources
Each individual has resources that greatlyinfluence achievement; money is only one.
Friends in high places Children of wealth may not know the hidden rulesof the middle class.
Relationships are the key motivators for learning
for students of from the upper class.
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Needed For School Success
- Social skills
- Emotional skills- Early literacy skills
- Pre language between parent
and child
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Relationships & Economic Class
All children need
protagonists,
cheer leaders and
role models.
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Best Practices
Form Relationships
Parent / Teacher Conferences Student Centered Practices
Maximin Principle
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Maximin Principle
Inequalities are permitted only when
everyone benefits.
The welfare of the least advantaged is the
touchstone of social justice.
Some cannot be well off at the expense of
others.
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Adjust Your LensAfter school activities
PTO meetings, etc.
Winter Activities
Book Fairs
Bike Rodeos
Breakfast and lunch
Snacks
Communication with homeSchool phobias
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School Practices
Retention - gift of time or discrimination
Homework - boost or burden
Fundraising - individual or whole group
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Ask Yourself
Do you classroom or school practices workfor all of your students?
Are you making the welfare of the leastadvantaged, not the average, yourtouchstone?
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Schools As Solution
Are your practices inclusive?
What do you need to change?
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Diversity
Young people whose languages and cultures differ from
the dominant group must often struggle to sustain a clear
image of themselves because differences are commonly
treated as deficiencies by schools and teachers. S. Nieto, Affirming Diversity
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Credits
Payne, Ruby, A Framework For Understanding Poverty,
aha! Process, Inc., Highlands, TX, 1996.
The Effects of Poverty on Learning, Head Start - Public SchoolTransition Conference, Plymouth, NH, 2004.
Rank, Mark Robert, One Nation, Underprivileged - Why AmericanPoverty Affects Us All, Oxford University Press, NY, NY, 2005
Hooks, Bell Where We Stand, Rutledge, NY, NY, 2000.
Strike, Kenneth A., Haller, Emil J., Soltis, Jonas F., The Ethics ofSchool, Teachers College Press, NY and London, 1998.