This week's reading in chapter 7 involved economic status variations that affect children's educational standards. The neighborhood characteristics are one thing that impacts a child in this way. (pg 195) The book states that children living in impoverished neighborhoods are likely to continue living there because it becomes a cycle that is very difficult to come out of. At the drop-in center I volunteer at I see this a lot. Many low income students that come there in the junior years look as though they will be able to overcome their neighborhood situations, but there are some who looked promising and now 4-5 years later are in the same spot that would stereotype them. The book also says that these neighborhoods in Canada are often occupied temporarily by new immigrants who leave in 5 years. (pg 195) I often see this at the drop-in center with Mexican, Paraguayan, and other families from South America. It's a little frustrating when you're trying to break through in these kid's lives and then they have to move back.
Another point the book made was about the educational outcomes between immigrant kids and native-born kids. (pg 207) The immigrant kids I know from South America come to Canada with very little English, and a low view of school and women, causing female teachers a tough time being listened to. The parts of these countries that these kids come from do not put a big emphasis on education, but rather on work, causing them to have much difficulty in Canadian schools.
Discussion: How could these students be directed in the right way to grow their desire for education?
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