Garrett - Blog 7

One concept that caught my attention in this chapter is “ethnic capital”, particularly the idea that because of a “post-immigration decline in status”, first generation parents “may push their children to succeed even more” (208). This resonated with me because this external pressure from parents seems like a detrimental learning method, based on what I’ve learned so far from classroom presentations and other readings. The tremendous pressure on students to be the bridge between their parent’s declined status in this country and the success of the family in the country is something that I’ve always viewed as more of a high-school age phenomenon. Yet, even in early years of school, the education of the parents and their cultural views may create certain pressures that are young children are not aware of. While this may be beneficial for some in the form of “high aspirations toward post-secondary education” (209) down the road, I never considered that even just having these “heightened expectations” could also be such an effective “buffer against economic disadvantages” (210).

The bulk of Chapter 7 dealt with very heavy subjects in terms of social inequality and it can be overwhelming to realize all the psychological and social issues that are detrimental to one child, let alone an entire class. Yet, if there is one huge positive that I have taken from this chapter, it is this. As an early years teacher, I am in the best position to be the one to make the kind of early intervention (academically, behaviourally and psychologically) that can make all the difference for students that are on unequal ground.

Discussion question: What resources or supports are there to help teachers navigate such a multitude of social needs for students? How would you create a classroom community that is sensitive to a wide range of social statuses?