One of the topics that I found the most interesting was that
of ethnic capital and its positive influence on student’s education. The
chapter explains that ethnic capital is the, “overall educational and income
levels of particular ethnic groups” (pg. 208). The chapter also explains the
heavy influence of parents over their children in regards to ethnic capital.
Parents who, “may have experienced disappointment at their own inability to
succeed in their host country, may ‘will ambition’ to their own children. Due
tot heir own perceived post-immigration decline in status, they may push their
children to succeed even more” (pg. 208). My concern with this is that if
students are being pressured to certain fields of academia or to get top
grades, if this actually benefitting the child or inhibiting their educational
choices and ultimate happiness? Therefore, while I agree ethnic capital does
contribute to more obtained high school diplomas and university degrees, at
what expense to the students’ choices and well-being does this come?
The chapter talks about the stress students whose parents
have “precarious legal status” can endure. I have witnessed the effects of this
on a student and the chapter is correct in the stress that it has on children.
One student I knew was unsure if their parents were going to get their visa’s
renewed on time. This stress caused the student to act out in inappropriate
behaviour and it wasn’t until the student told someone about their troubles
that we began to understand why they were acting out. This example always
reminds me that there could be a reason for students acting out behaviour and
to not just assume as teachers that it is a student being bad. It could very
well be that a student is acting out because they need support and attention
over their situation(s) at home.
Discussion Question: How would a school or classroom teacher implement a LGBTQ group in a early years school in an age appropriate way?
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