...obviously drawn between the preps and the las chicas. Preps refer to white, middle-class girls, characterized by good academic performance and enrollment in the college-prep curriculum. They usually plan to attend four-year college after graduation. Las chicas, on the other hand, are Mexican-American settled-living working-class girls who are usually tracked into vocational courses. Teen pregnancy is more common among and more often associated with las chicas. Symbolic boundaries between the preps and the las chicas are manifested in the different styles of dress and makeup. Unlike the preps who dress relatively nonsexual and wear light-colored or no makeup, las chicas wear more sexualized apparel...
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...wellness-based group counseling intervention on the self- esteem of 8th grade girls.” The intervention took place within the counseling department in a suburban middle school that included seven sessions with each session being 35 minutes long and each session focused on something different and each session including an educational activity from role playing and career explorations. Self- Esteem is something that majority of adolescents go through, mainly adolescent girls. During the adolescence stage it is constantly changing, for girls they have the capacity to define who they are or who they want to be and then they decide if they like that identity...
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...educational achievement between social classes are the result of factors and processes within the school. Within school there are educational differences within achievement between social classes. Generally the middle class on the whole tend to do better and outperform the working class. Some of the reasons why are put forward by interactionists sociologists who believe that the difference is “a result of factors and processes within the school” which are internal factors which cause this difference in achievement between social classes. Interactionists look at processes in the school on a small scale interaction to try and figure out why there is a difference. However there are other views such as external factors which suggest it is factors outside the school which lead to differences in educational achievement between social classes. One internal factor which can be seen as partly responsible for differences in educational achievement between social classes is labelling. Labelling refers to the process of defining a person or group in a certain way. Labelling by teachers can contribute to differences in educational achievement. For example a study by Howard Becker discovered how teachers judged pupils according to how closely they fitted the image of the “ideal pupil” and based their judgement on many key factors such as work, conduct and appearance. The teachers saw the middle class as the closest to the ideal pupil and the working class as the furthest away from it. Teachers...
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...Great is a nonprofit agency providing mentoring programs for middle and high school youth in the Southeast Texas region. The program will form partnerships with local school districts, churches, shelters and the juvenile court system. Be Great is a program that is in direct response to the growing number of young people that are either falling through the cracks at school or are already entangled with the juvenile court system. The goal of the program is to identify youth who are having major difficulties throughout the middle and mainly high school years. Be Great is geared towards being a positive support system for the youth so that any pitfall or distraction may be avoided while on their journey to adulthood....
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...Durkheim and T.Parsons |Passing on society’s culture: this then unites people together by giving them shared values (value consensus). | | |According to Durkheim schools are societies in miniature - he argues that the key role of education was to teach | | |children moral responsibilities in order to promote social solidarity. Education provides secondary socialisation. | | |(Meaning the teaching of norms and values of society) to add to the primary socialisation provided by the family. | | |Examples of the values that education teaches to children include the importance of achievement, meritocracy and | | |competition. | | | | | |Provides a bridge between particularistic values and ascribed status of the family and the universalistic values e.g. | | |hard work, meritocracy and achieved...
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...The purpose of this assignment is to understand the human growth associated with each life cycle group. There are eight age groups while each has its own stage of development and related tasks. The first age group is infants and the related stage of development is trusts vs. mistrust. This development task is related with a given age group to provide attachment and bonding. The rest age group is of early childhood and the stage of development includes Autonomy vs. Shame and doubt. This development task, for this group is to have potty training and self-maintenance. Subsequently, the next age group of schooling includes initiative vs. guilty and the related development tasks are academic success, making friends, social competency and friendship....
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...levels Alexis Leonard Research Proposal Wayne State University December 08, 2013 Table of Contents Abstract 4 Chapter I: Introduction 5 Problem Statement 5 Purpose 5 Description of Community 5 Description of Work Setting 6 Writer’s Role 7 Chapter II: Study of the Problem 8 Problem Description 8 Problem Documentation 10 Literature Review 13 Causative Analysis 21 Chapter III: Outcomes and Analysis 23 Goals and Expectations 23 Expected Outcomes 24 Measurement of Outcomes 25 Analysis of Results 25 Chapter IV: Solution Strategy 26 Statement of Problem 26 Discussion 26 Selected Solutions 29 Chapter V: Results and Recommendations 30 Problem Statement 30 Goals 30 Results 30 Discussion 31 Recommendations and Plans for Dissemination 33 References 36 Appendix A Calendar 40 Appendix B1 Teacher Survey 42 Appendix B2 Parent Survey 43 Appendix C Graph Results 44 Abstract The ARP is intended towards advancing schools achievement rate for children within comprehensive the setting for middle schools who have lack of parental involvement. Middle schools have many problems dealing with parental involvement. The quantity for increasing parent teacher conferences is the goal for all middle schools. Middle schools would have a better percentage of parents being involved with teacher conferences, once the percentage of parents having better communication with their child’s teacher. Bettering students’ success would be the ideal goal (LaBahn...
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...Education inequalities and achievements In this essay different in educational achievements of social groups including class, gender and ethnicity as well as difference in achievement caused by out of school factors and in school factors will be discussed. Education has had a huge impact to peoples lives and there is a significant difference in the educational achievement based class, ethnicity and gender. A child`s social background has a huge impact on the success in education and their life in future. On average children from middle class families perform well in school, get better GCSE results, stay longer in full time education than children from the working class families. Majority of children from middle class families will go to university compared to the children from working class families. Statistics show that 77% of students from parents with higher professional jobs will achieve 5 or more GCSE, 66% from parents with lower professional, 40% from parents with intermediate jobs and 33% from parents with routine jobs or unemployed, reason being that most middle class parents will afford to take children to private schools or pay for private tuition (webb, r etal2008). We operationalize the concept of class in school by using the access of free school meals (FSM), which is offered to children whose parents get unemployment benefit and come from deprived areas. There is a huge difference in education attainment between pupil receiving FSM and not receiving FSM, Statistics...
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...Transitions—Middle Phase Practice Simone G. Benson Fordham University Spring 2015 The agency where I am interning is Partnership with Children. “Partnership” as it is called, works to strengthen the emotional, social and academic skills of at-risk children to prepare them for success--academically, socially, and in life. “Partnership’s” programs aim to bridge the gap between those who have a vested interest in working within New York City’s highest-need public schools, and those in need. “Partnership’s” goal is to transform the overall culture of many of the city’s struggling schools by helping students cope with the extreme stress of living in poverty. Helping students thrive in safe and supportive schools that encourage academic achievement is “Partnership’s” mission. Partnership with Children’s versatile programs responds to the diverse needs of their partner-schools by providing multiple services. Services include: Individual counseling that focuses on developing students’ resiliency against trauma-related stress, case management, and working with teachers and families. Students are taught how to regulate their emotions, develop a sense of purpose, seek assistance when needed, and set and achieve specific academic goals. Small group interventions help students develop necessary coping skills that build their confidence, and teach them to make good decisions. Topics are age group specific and tackle issues such as, self-awareness, self-management, social awareness...
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...individual based of them being in a certain group or category. It involves the actual behaviors towards groups such as excluding or restricting members of one group from opportunities that are available to another group. Inequality is the difference between groups in wealth, status or power. People can be judged based on their race, ethnicity, gender and even their social class. While inequality is the separation of groups, discrimination is prejudicial treatment of an individual based on their membership in a certain group or category. Education is separated by the three social class; low class, middle class, and high class. The three types of social classes would be low class, middle class, and high class. Unfortunately in our society the higher the class the easier it is to get education. That is because schools in richer neighborhoods tend to have a better education even though it is the same system. Not to forget they have the opportunity to go to private schools where the system is definitely better. Private schools care more about students; they make sure they do well and give them extra opportunity’s to improve themselves. These private schools are getting paid by the parents to provide their children with the better education. Schools in lower class areas have a bad reputation such as not caring about their students’ performance. That is the reason why the class average tends to be lower than middle or higher class students. The students’ performance...
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...Assess the view that factors and processes within the school are the main cause of differences in the educational achievement of different social groups. It is clear that there are differences in educational achievement of certain social groups, such as gender, ethnicity, and social class. Some may argue that this is due to internal factors, reasons from within the education system. However, others argue that the differences are due to external factors, which occur outside of the education system. An internal factor that causes difference in educational achievement is labelling. This is when a teacher makes assumptions about a student and treats them accordingly to that assumption. An example of this is the fact that teachers label boys as more disruptive than girls. Teachers communicate with girls more positively because they see them as being more co-operative. This can then raise girl’s self esteem which raises their achievement. Teachers have lower expectations of boys, and expect them to misbehave more often. Becky Francis found that while boys got more attention in class, they were disciplined more harshly and felt picked on by teachers. This would lead to them retaliating with bad behaviour, thus lowering their achievements. Labelling can also happen to people due to their ethnicity. Gillborn found that teachers were quicker to discipline black pupils than others for the same behaviour. Gillborn and Youdell found that this is the result of teacher’s radicalised expectations...
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...When people go and see a movie dealing with a high school or a college what is one of the first things that people notice? They will notice cliques between people. The different type of cliques will usually lay down a format of who the different characters are in the social standards of the school. There could be a group of athletes in one corner, a group of musicians in another corner, and a group of brainiacs at a table. They know there place in that high school by what they do around the school. The same can be said about people in the Middle Ages. The “cliques” as stated before were just as easy to point out. The Middle Ages were subdivided into three major classes: those who fought, who prayed, and who worked. They first major class of the Middle Ages was those who fought. These men were usually the ones with the most money that included the King, the Dukes, the Earls, the Barons, the Knights and the Esquires (Mortimer 40). The reason that most of the people that fought were also wealthy was because they would have to be wealthy to be able to afford all of the equipment used in fighting (Lecture). The most important fighter was the King. The title of those who fought was a little misleading for the king because he usually did not do most of the fight he was just a person that could pay for military expeditions. The next social tier was the three ranks of lords: the dukes, earls, and barons. These were men who had to fight directly for the king for at least forty days each...
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...Parsons (Functionalist) They identified 4 main functions of the education system * Passing on society’s culture and building social solidarity * Passes social values by the hidden curriculum and actual subjects * Builds social solidarity by shared values * A bridge between the family and the society * Durkheim: Schools are a small society and prepare you for the wider society. * Parsons: Schools are an important place for secondary socialisation, and provides a bridge between the ascribed status of the family and the achieved status of the meritocratic society. * Developing a trained and qualified labour force * Selecting people for roles in meritocratic society and legitimising social inequality Durkheim and Parsons (Functionalist) They identified 4 main functions of the education system * Passing on society’s culture and building social solidarity * Passes social values by the hidden curriculum and actual subjects * Builds social solidarity by shared values * A bridge between the family and the society * Durkheim: Schools are a small society and prepare you for the wider society. * Parsons: Schools are an important place for secondary socialisation, and provides a bridge between the ascribed status of the family and the achieved status of the meritocratic society. * Developing a trained and qualified labour force * Selecting people for roles in meritocratic society and legitimising social inequality Education Sociologists...
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...(Functionalist) They identified 4 main functions of the education system * Passing on society’s culture and building social solidarity * Passes social values by the hidden curriculum and actual subjects * Builds social solidarity by shared values * A bridge between the family and the society * Durkheim: Schools are a small society and prepare you for the wider society. * Parsons: Schools are an important place for secondary socialisation, and provides a bridge between the ascribed status of the family and the achieved status of the meritocratic society. * Developing a trained and qualified labour force * Selecting people for roles in meritocratic society and legitimising social inequality Durkheim and Parsons (Functionalist) They identified 4 main functions of the education system * Passing on society’s culture and building social solidarity * Passes social values by the hidden curriculum and actual subjects * Builds social solidarity by shared values * A bridge between the family and the society * Durkheim: Schools are a small society and prepare you for the wider society. * Parsons: Schools are an important place for secondary socialisation, and provides a bridge between the ascribed status of the family and the achieved status of the meritocratic society. * Developing a trained and qualified labour force * Selecting people for roles in meritocratic society and legitimising social inequality Education...
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... |Socioeconomic Classes | Questions |Unemployed and Homeless |Working Class |Middle Class |Upper Middle Class |Upper Class | |Who is most likely to be a part of this socioeconomic class? |Those who do not have a job, those suffering from family illness, those who lack money to afford housing, Those suffering from poverty, women living in domestic violent situations |Those who have basic jobs such as labor workers and those who work under someone. They people in low paying jobs, part time job holders, and those who work the jobs college grads and upper class don’t want to work. |Those who income ranging from $30,000 to $80,000 (Gollnick & Chinn, 2006, p. 63). The middle class means those who usually live from pay check to pay check and have little savings if any. |Those within professional jobs, managers, and those holding administrative positions (Gollnick & Chinn, 2006, p. 65). Many upper middle class people hold a college degree. |Those holding a high income or hold a high amount of wealth. Also Those in the upper class may have inherited a large sum of money. This group also includes the highly paid professionals and administrators. | |How do teacher expectations positively or negatively impact this socioeconomic class? |Teachers should not hold opinions about students within this...
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