We have consistently discussed the
characteristics of socioeconomic status and its relation to education outcomes
for children in our class. Once again,
this is highlighted in chapter seven, Structural
and Social Inequalities in Schooling, beginning discussion on page
194. Reading this section in the chapter
reinforces the notion that students who come from low socioeconomic homes are
at risk when entering the school system, which make it increasingly clear for me
as a future educator that classroom community and authentic connections with
each student is vital in order to allow every student to reach their full potential.
I found the discussion, beginning on
page 197, focused on family dynamics rather interesting. As individuals, we each have our own sense of
family structure and socialization, which has shaped how we develop and interact. I believe it is common for people to overlook
the differences in family dynamics and the effects that come from different
home structures. Growing up, my parents
were separated and there was a distinct contrast between the two home
environments. I recall one home being
more lax and less structured, and the other more organized and routine
oriented. However, both homes provided
me with unconditional support and encouragement, which is obviously an
important factor for educational success.
I would like to remain aware and open to the various family structures
that my future students come from, and hopefully I can use my own experiences
to enrich their educational experiences.
Reading about the “Triangle Program”, on page
218, was enlightening. It is encouraging
to know that there are programs for youth who may at a disadvantage or feel
unsafe to attend school due to their sexual orientation. It is essential to provide environments where
children feel safe in order to foster positive learning experiences; hopefully,
more programs such as the “Triangle Program” can be adopted throughout Canada.
Discussion
Question: How do you feel your family
dynamic affected your educational career?
L.
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