Standing up to dust some dirt off my pants, I saw it. A black car with no windows came bolting along the street ahead of us. Its engine boomed and it came directly at the small park we were gardening in. We froze, unsure if the car would turn away from us in time. With a deafening screech, the car turned to the side, narrowly missing the flimsy wire fence bordering the park. The man in the car - a tall, skinny black man - jumped out, screamed profanities at us and walked away. He left the car, with its door open, in the middle of the street.
In the ninth grade I accompanied a group from the women’s club of my town on a community service trip to Newark, NJ. The objective was to clean up a small park and plant bulbs for the coming spring. But as we got to planting, I couldn’t help but feel uncomfortable. Maybe it was the fact that we were twenty or so women gathered together, or that we were the only large cluster of white people for many blocks.
It was one of the oddest and most jarring experiences I had had up until then. But it only served to bolster one of the cultural values that had been instilled in me from adolescence. The only way to not “end up” in an environment like that was to work hard and get a good education.
My parents, both journalists for a prominent newspaper, had fostered a very educated, information-based environment in our home. Some of my earliest memories include listening to thick-accented BBC reporters and watching armored vehicles roll across the TV screen. I could see that other parts of the world – even other parts of my state – were not as well off as we were. And my parents constantly reminded me to be grateful for all I have. Not taking advantage of access to great education was to waste one of the most important things in life.
My neighborhood in Glen Ridge, NJ is predominantly white with, as my mother says, “astronomically high taxes.” But expenses of this sort were always worth it to send her children to one of the top ten high schools in the state. Race was not really an issue where I grew up, partly because most in my town were white. But since Glen Ridge is only 5 miles from poorer neighborhoods like Newark, my peers and I were vaguely aware of the so-called “bubble” we lived in.
Within a small, competitive educational environment like Glen Ridge, I quickly learned that education was everything. High school and college ultimately determined what type of job one would have and where one would land in life in general. So going to college was never debatable. Without it, life was certain to go nowhere. Like schoolwork, always being active and occupied was also very important. I became engrossed in every sport offered through my school system. I ran, swam and competed in triathlons. In both my academic and athletic life I learned that becoming great at something always requires time, dedication and effort.
And attending Pennsylvania State University was my way of dedicating myself to the world around me. Part of my decision to go to one of the nation’s ten largest universities came from the fact that I went to such a small suburban high school. My graduating class had only 108 people and I felt an urge to get away from its small, suburban environment. I knew that I needed know more about the world outside the “bubble” that was my town. It’s only through these life experiences after high school that I have truly seen the world.
Apart from getting to know hundreds of individuals with backgrounds completely different from mine, I was able to travel and study abroad; one of the greatest influences in my life. While living in Spain, I was shocked to find out first-hand that similar racial tensions also existed thousands of miles from my part of the world.
The elementary school I worked in was populated with a majority of Spanish children. There were also a few black, Moroccan and Chinese students that attended. I noticed that race did play a significant role in interactions among the children. Because there were so few minorities in the school – accompanied by the fact that all illustrations in schoolbooks were of white children – their differences were highlighted. Even at such an early age, tensions about race and “normalcy” were present.
During my time in Spain, I learned to speak fluent Spanish and got a taste for people, places and cultures that are far removed from my own. As I traveled around Europe and Africa I found that people, although separated by cultural and language differences, essentially face the same amount of trials and tribulations as Americans do.
By learning the Spanish language, it opened my eyes to another world. I noticed that upon my return to the US, I could understand a whole range of individuals I never would have listened to in the past. And these people became infinitely more humanized. No longer was the Mexican man behind the counter of McDonald’s just a food server. He became more real and more human to me than ever before. My international experiences have given me great insight to the mostly homogeneous environment I was raised in. It’s given me a great respect for people different from me.
After having come to know people and cultures outside of my “bubble,” I’m sure that an experience like the one I had in Newark would not shock me as it once had 10 years ago. Looking back on it now, and considering the racial tensions present in Newark at that time, an event like that isn’t as difficult to understand.
My culture – my upbringing and my later-life experiences – has prompted me to be more understanding of differences within the classroom. Because I understand what it feels like to be in a completely foreign environment, I can only hope to promote an open and understanding classroom environment. Students in any type of schooling environment will inevitably be distinct based on their personal cultures and upbringings. The opportunity to have an education is an invaluable one, but it’s also realistic to understand the cultural and racial distinctions among learners.
Saturday, February 28, 2009
Friday, February 20, 2009
What kinds of student-teacher relationships exist in urban schools?
The schooling experience, whether good or bad, is ultimately influenced by the teachers who have shaped it for the students.When thinking about urban schools, the one overriding interest I have is the relationship that exists between students and teachers. As I've never attended an urban school, I'd like to know if the dynamics involved are anything similar to the experience I've had going to a suburban school.
In considering student-teacher relationships in urban schools, a number of subsequent questions pop into mind:
- What is the average student-teacher ratio?
- How involved are urban teachers in the lives of their students?
- How much interaction do urban teachers have with the families of their students?
- How much does this interaction between students and teachers affect urban schools, districts and communities in general?
- What are the benefits/losses attributed to communication (or lack thereof) between urban students and teachers?
My findings might completely contradict my previous ideas, but I feel it's a topic worthy of exploration.
Thursday, February 19, 2009
Selfishness in Education
In Urban Schools, Public Will by Norm Fruchter I recently became very interested in an article he sited about creating public change efforts in order to improve failing schools. He mentions a scenario by Paul Hill in which a mother decides to take her daughter out of public school because of its bad performance and enroll her in private school. The proceeding professional arguments by Fruchter and others about the scenario state that the mother is doing a disservice to her community. They say that in removing her daughter from public schoolsshe is affecting the general welfare of the broader community. By taking an individualistic stance on education, the opportunities for improvement in a failing school are ultimately lessened.
While I understand Fruchter’s point of view that individualistic acts undermine a strong sense of community, I can’t blame any family for acting in this way. Education is ultimately a selfish venture. When all is said and done, the education that every child receives and employs in their future endeavors is an individual gain. I believe that any parent who takes their son or daughter out of a failing public school and enrolls them in private school is completely justified.
Sunday, February 15, 2009
The Major Influences That Shape Urban Schools
It’s clear that urban schools are comprised of the beliefs and cultures of the diverse people that inhabit city centers. The mix of customs, ways of life and systems of values all contribute to the flavor and atmosphere of any city. The fact that this amalgam of beliefs transcends to public schools is only natural. These very diverse ways of life, however, often become problematic when trying to create a schooling environment that benefits each child equally. These very diverse beliefs have become a point of contention when dealing with school environments that are far from homogeneous.
Norm Fruchter elaborates in his book Urban Schools Public Will that there is a distinct struggle between the dominant American culture that governs the school systems and the many times contrary cultures of the ethnic groups that comprise these centers. Individual districts choose appropriate curriculum, systems of accountability, specific discipline systems and even which languages are pertinent to classroom instruction. While most districts try to find a balance between these factors and the belief systems of the people in the city, it’s a nearly impossible to appease everyone. The American system of education and ideals are ultimately emphasized above all (this is the United States, after all). But many times, the clashing of values in urban centers is too extreme to ever come to a perfect agreement.
Fruchter told a story about a superintendent in his school district that clearly demonstrates this struggle. The superintendent was frustrated by the fact that Black and Latino students scored significantly lower that Asian and White students. He expressed a frustration with the parents of these low scoring students, saying that if they were only more involved with their children’s education, the achievement gap would narrow.
The problem with the superintendent’s claims is that many more factors affect the achievement of the students. It is not expressly the involvement of parents (or lack thereof). Conversely, what many attribute to the success of suburban schools is the absence of such clashing ideals. As stated in the text, suburban areas tend to be more homogeneous. Therefore, there’s less of a discord among the governing school district and the views of the residents.
The heterogeneous mix of cultures and beliefs is what shape urban centers and their schools. But it’s also the very cause for debate when striving for equal education.
Norm Fruchter elaborates in his book Urban Schools Public Will that there is a distinct struggle between the dominant American culture that governs the school systems and the many times contrary cultures of the ethnic groups that comprise these centers. Individual districts choose appropriate curriculum, systems of accountability, specific discipline systems and even which languages are pertinent to classroom instruction. While most districts try to find a balance between these factors and the belief systems of the people in the city, it’s a nearly impossible to appease everyone. The American system of education and ideals are ultimately emphasized above all (this is the United States, after all). But many times, the clashing of values in urban centers is too extreme to ever come to a perfect agreement.
Fruchter told a story about a superintendent in his school district that clearly demonstrates this struggle. The superintendent was frustrated by the fact that Black and Latino students scored significantly lower that Asian and White students. He expressed a frustration with the parents of these low scoring students, saying that if they were only more involved with their children’s education, the achievement gap would narrow.
The problem with the superintendent’s claims is that many more factors affect the achievement of the students. It is not expressly the involvement of parents (or lack thereof). Conversely, what many attribute to the success of suburban schools is the absence of such clashing ideals. As stated in the text, suburban areas tend to be more homogeneous. Therefore, there’s less of a discord among the governing school district and the views of the residents.
The heterogeneous mix of cultures and beliefs is what shape urban centers and their schools. But it’s also the very cause for debate when striving for equal education.
Monday, February 2, 2009
The Media and Assumptions about Education
Here are some examples that illustrate a representation of suburban, urban and rural education in the media:
Film
Suburban: 10 Things I Hate About You
This film focuses on the lives of two suburban sisters and the teenage boys at school who are vying for them. One sister mourns the fact that she is surrounded by convention and the other strives to obtain “teenage normalcy.” The school they attend is enormous and the teachers in it seem annoyed to be there, frequently sending students to detention and brushing their concerns for more important matters. In general, the movie gives off the idea that school is just a drudgery that gets in the way of real life.
Urban: Dangerous Minds
Michelle Pfeiffer plays a school teacher in an inner city school, where her students are described as “uneducatable.” Throughout the course of the movie, she struggles to get through to her students who have a lack of interest in education. But with persistence (and bribery) she garners the attention, and eventually affection, of the class. To me, this movie makes teaching look too easy. It sends the unrealistic message that no matter the circumstances, if you are persistent, you will always succeed.
Rural: Napoleon Dynamite
This movie revolved around a socially awkward teenage boy who goes to a rural high school. It centers on his attempts to become accepted, make friends and even get a girlfriend. The school in this movie is very provincial, where events like talent shows and school elections are the only buzz of the town. It general, it gives off the idea that rural schools are very humdrum and uninteresting.
Music
Suburban: “Rockin’ the Suburbs” by Ben Folds
In this song, Ben Folds complains about the everyday annoyances of being “male, middle class and white.” He references many other famous middle-class artists and a lot of the frustrations that come along with living in suburbia. This song relates the mundane concerns of people in the suburbs. In some ways, I see this song reflecting the frustrations of many suburban students, who might be bored with everyday conventions and would want to rebel.
Urban: “Gangsta’s Paradise” by Coolio
In this song, Coolio sings about the struggles of living in poverty. He references his life as a “gangsta” and the hardships of living in the inner city. There’s a line in the song that reads, “They say I got ta learn, but nobody’s here to teach me.” This line reflects how he feels people in urban environments are brushed aside and forgotten. It touches on the idea that most of the world think of people like him as worthless thugs.
Rural: "Sweet Home Alabama" by Lynyrd Skynyrd
The only song that comes to mind when I think of rural America is Sweet Home Alabama. The song is a proclamation of pride for rural Alabama. It makes me believe that schools in rural areas are proud of their customs and ideas, especially when it comes to education.
Television
Suburban: Saved By The Bell
This series follows a group of suburban high school friends and the trials and tribulations that come with growing up. Although there are countless jokes and XXXX, the general consensus is that school is important. It’s necessary to do well in school and be accepted by peers in order to be well-liked. Education in this series is taken seriously, for the most part.
Urban: Boston Public
Boston public showcases the lives of teachers in an urban high school in Boston. Throughout the course of the series, the teachers deal with troubled students, violence and balancing their personal lives. This show makes teaching in an urban environment seem impossible, with serious problems always waiting just around the corner. Teaching in this environment is more like a struggle in this show.
Rural: Smallville
Yes, this show is about the teenage life of Superman. But Clark Kent does go to a very rural high school in the middle of farmland, Kansas. When watching this show, I get the sense that education in a rural environment is second class to the drama and concerns of everyday life and chores on the farm.
News
Suburban:
From the Star Ledger: Two suburban schools refuse trips to Newark for football
In this article, it is explained that two suburban high schools – with plans to play Newark teams in football – have cancelled their trip because of the fear of drive-by shootings. This decision comes days after a drive-by shooting killed two people and injured another. In this article it can be seen that parents of students from suburban areas have fears their safety is in danger by going to Newark. It highlights the perception of education in an inner city school as being violent and dangerous, while suburban students must be sheltered.
Urban:
From the New York Times: Urban Schools Aiming Higher Than Diploma
This article explains the new trends of urban schools to encourage college education, and not just high school diplomas, for their students. Many urban schools are adding advanced placement courses where there were none previously and courses about maintaining GPAs and creating resumes. This article does show that the majority of urban students do not aspire to go to college, but that the trend is changing. Educators in urban schools are concentrating on the positive concerns of their students and helping them to achieve their goals.
Rural:
From the New York Times: On the Reservation and Off, Schools See a Changing Tide
Schools on American Indian reservations are losing students to less rural school systems. Hardin High School, which is close to the reservation center Lodge Grass high school – has gone from about 50 percent white, to about 70 percent American Indian in the course of 10 years. The move marks a striking change in the attitudes of families and students who live on rural reservations. This article shows a general that people in rural areas find their schools are too small to offer enough opportunities for the future.
Film
Suburban: 10 Things I Hate About You
This film focuses on the lives of two suburban sisters and the teenage boys at school who are vying for them. One sister mourns the fact that she is surrounded by convention and the other strives to obtain “teenage normalcy.” The school they attend is enormous and the teachers in it seem annoyed to be there, frequently sending students to detention and brushing their concerns for more important matters. In general, the movie gives off the idea that school is just a drudgery that gets in the way of real life.
Urban: Dangerous Minds
Michelle Pfeiffer plays a school teacher in an inner city school, where her students are described as “uneducatable.” Throughout the course of the movie, she struggles to get through to her students who have a lack of interest in education. But with persistence (and bribery) she garners the attention, and eventually affection, of the class. To me, this movie makes teaching look too easy. It sends the unrealistic message that no matter the circumstances, if you are persistent, you will always succeed.
Rural: Napoleon Dynamite
This movie revolved around a socially awkward teenage boy who goes to a rural high school. It centers on his attempts to become accepted, make friends and even get a girlfriend. The school in this movie is very provincial, where events like talent shows and school elections are the only buzz of the town. It general, it gives off the idea that rural schools are very humdrum and uninteresting.
Music
Suburban: “Rockin’ the Suburbs” by Ben Folds
In this song, Ben Folds complains about the everyday annoyances of being “male, middle class and white.” He references many other famous middle-class artists and a lot of the frustrations that come along with living in suburbia. This song relates the mundane concerns of people in the suburbs. In some ways, I see this song reflecting the frustrations of many suburban students, who might be bored with everyday conventions and would want to rebel.
Urban: “Gangsta’s Paradise” by Coolio
In this song, Coolio sings about the struggles of living in poverty. He references his life as a “gangsta” and the hardships of living in the inner city. There’s a line in the song that reads, “They say I got ta learn, but nobody’s here to teach me.” This line reflects how he feels people in urban environments are brushed aside and forgotten. It touches on the idea that most of the world think of people like him as worthless thugs.
Rural: "Sweet Home Alabama" by Lynyrd Skynyrd
The only song that comes to mind when I think of rural America is Sweet Home Alabama. The song is a proclamation of pride for rural Alabama. It makes me believe that schools in rural areas are proud of their customs and ideas, especially when it comes to education.
Television
Suburban: Saved By The Bell
This series follows a group of suburban high school friends and the trials and tribulations that come with growing up. Although there are countless jokes and XXXX, the general consensus is that school is important. It’s necessary to do well in school and be accepted by peers in order to be well-liked. Education in this series is taken seriously, for the most part.
Urban: Boston Public
Boston public showcases the lives of teachers in an urban high school in Boston. Throughout the course of the series, the teachers deal with troubled students, violence and balancing their personal lives. This show makes teaching in an urban environment seem impossible, with serious problems always waiting just around the corner. Teaching in this environment is more like a struggle in this show.
Rural: Smallville
Yes, this show is about the teenage life of Superman. But Clark Kent does go to a very rural high school in the middle of farmland, Kansas. When watching this show, I get the sense that education in a rural environment is second class to the drama and concerns of everyday life and chores on the farm.
News
Suburban:
From the Star Ledger: Two suburban schools refuse trips to Newark for football
In this article, it is explained that two suburban high schools – with plans to play Newark teams in football – have cancelled their trip because of the fear of drive-by shootings. This decision comes days after a drive-by shooting killed two people and injured another. In this article it can be seen that parents of students from suburban areas have fears their safety is in danger by going to Newark. It highlights the perception of education in an inner city school as being violent and dangerous, while suburban students must be sheltered.
Urban:
From the New York Times: Urban Schools Aiming Higher Than Diploma
This article explains the new trends of urban schools to encourage college education, and not just high school diplomas, for their students. Many urban schools are adding advanced placement courses where there were none previously and courses about maintaining GPAs and creating resumes. This article does show that the majority of urban students do not aspire to go to college, but that the trend is changing. Educators in urban schools are concentrating on the positive concerns of their students and helping them to achieve their goals.
Rural:
From the New York Times: On the Reservation and Off, Schools See a Changing Tide
Schools on American Indian reservations are losing students to less rural school systems. Hardin High School, which is close to the reservation center Lodge Grass high school – has gone from about 50 percent white, to about 70 percent American Indian in the course of 10 years. The move marks a striking change in the attitudes of families and students who live on rural reservations. This article shows a general that people in rural areas find their schools are too small to offer enough opportunities for the future.
Frames of Reference about Urban Schools
A black teenager swaggers into the school building, backpack slung carelessly over his shoulder. A popular hip-hop song plays in the background as he passes through a metal detector and then fist-bumps an awaiting throng of rowdy, baggy pants-wearing friends.
Yes, it’s the sort of stereotypical urban high school scene you might see on television – one that pops into my mind when I think of an urban school system, having neither attended nor taught in one. But are such gaps in one’s resume necessarily an insurmountable detriment? Not if you use work and life experiences, as I have, to derive lesions about how all people behave in social interactions, regardless of the setting, and remain committed to learning anew as situations present themselves. Leaving aside my assumptions about urban environments, such experiences tell me that the particulars may vary in different cultural contexts, but the core social encounters remain the same. This insight has shown me the importance of striving for professionalism and consistency in a working relationship with students and colleagues, regardless of the work environment.
News reports and popular culture tell us that drugs, violence, gang activity, truancy and illiteracy are problems of urban school systems. Of course: They’re the ones most under-funded and overcrowded, churning out the lowest standardized test scores. So you can expect the problems to be bad there.
But think again. I went to one of the best public schools in New Jersey. In my small suburban high school nearly all seniors graduated, and pretty much all who did went on to college. During all of my high school days I only knew of one dropout, and that was so unusual it was something of a scandal in my town. Yet that’s not to say my school didn’t have its own difficulties – ones stemming from the same social ills besetting cities.
While gangs in the typical sense of the word did not reign supreme in my high school, cliques certainly did. Almost every student could be lumped into a social group. Cliques garnered attention, asserted dominance and became notorious just like gangs in urban schools. Drugs, both illegal and legal ones, were just as much an issue in my upstanding high school as they are in schools with fewer advantages.
Rural schools, to judge from news reports, also face some of the same core social problems as urban schools. Illiteracy, violence and language barriers are all huge problems in these areas as well. One case in point, of course, is the Columbine High School shootings in Colorado, which put to rest any popular notion that violence and social pathologies are exclusive to inner-city schools. Another example is the much-reported abuse of the prescription drug oxycontin among rural youth. Gangs, drugs and violence in city schools get more attention – perhaps because the media are concentrated in cities – but they are problems in many places, if under the media’s radar and on a smaller scale.
I’ve even encountered such typical “urban” problems in education when I lived in rural Spain. As a teacher there for a school year, I found that maintaining student interest in the subject matter at hand was just as difficult as I’d imagine it is in American city schools. Often, I found out from colleagues, students from rural populations exhibited little understanding of the importance of schooling and opted not to go on to college. Just like many American youths (urban or otherwise), Spanish youths had ambitions that were short-term – obtaining an unskilled job and making money right after secondary school. Gangs, drugs and drinking also were prominent in the social life of many Spanish teenagers I observed.
I’ve recognized the same common denominators in college education. The Pennsylvania State University, where I attended as an undergrad, has more than 40,000 students and one of the biggest campuses in the country. It’s bigger and more diverse – in terms of racial, ethnic and social groups – than some places that call themselves cities, so naturally urban social dynamics come into play.
Underage drinking and drug use were probably the biggest dilemmas faced on campus when I went to college. All too often, alcohol abuse and drug problems ended in withdrawal from school. As it can occur with urban high schoolers, many university students are unaware of the effort and participation needed. They ultimately drop out because they confuse their priorities and are not prepared for the demanding academics. This typical urban center problem is all too common in higher education.
What are college fraternities and sororities, but a more elite version of gangs? There were, and continue to be, countless stories of hazing and abuse reported on college campuses. The same sorts of dominance and acceptance issues are as apparent nowadays in universities as in urban high schools.
One of the most looming matters of contention in urban school districts is one of funding. Countless debates have been mounted over the years about where the problems and the solutions to funding issues lie. There’s no denying that bureaucracy plays a major role. And neither urban school districts nor public universities can escape it. Issues about where money should be appropriated and how to measure that appropriation are one in the same when it comes to any type of educational institution.
In my beliefs about urban centers, it’s clear that social groupings have infinite commonalities although the geographical context may change. Urban environments are by no means the only situations in which educational and social hardships occur.
As I’ve now entered the working world, I’m beginning to unearth some of its social intricacies. Many aspects of my current professional environment are essentially like high school, only in a different setting. Issues with authority figures (bosses), cliques (company departments) and bureaucracy (accounts payable) have followed me in my later-life professional experiences. I can’t help but be reminded of newspaper stories of inner-city students acting out when I encounter first-hand managerial problems.
And that’s a lot of what I believe a classroom entails: Management. My social experiences have taught me that as a future teacher I’ll need to become an expert juggler to conduct a classroom. Management of time, lesson materials and student progress are only some of the things I’ll have to focus on. From my experience, most classroom conflicts have occurred when students are idle or perceive a lack of authority. I may have to be more diligent of this fact if I end up in an urban school. I know that I will need to be energetic and exciting as I teach a class, but also sure that appropriate consideration has been placed on discipline and structure.
I’ll also have to place due consideration on the lesson plan and subject matter constraints that are sure to come with any school district. Although these issues in urban schools might shine under a brighter spotlight – like with the strict No Child Left Behind Act – I know that I’ll be dealing with them in any future teaching job. The best I can do now is to prepare myself for the bureaucratic processes that are sure to follow me. These beliefs would serve me well in an urban environment or in the haughtiest of private schools.
As I contemplate my knowledge about urban centers, I can’t help but wonder why many educators face extreme difficulty in this environment. Is the fact that they have preconceived notions about how their students will interact essentially setting them up for failure? I’ve found that cumulative social experiences, whether in the classroom environment or out on the street, unite human beings. People, regardless of their location, tend to behave similarly. Therefore, my future teaching style can only reflect that.
I’m certain of a few unwavering standards. I know that in my interaction with colleagues and students I will always be professional and prepared. I will strive to be relatable and personal when dealing with any subject matter, as I feel it’s a great way to capture attention. I will aim for excellence, both in my work as an educator and in the work of my students. Whether I work in an urban center or in the middle of farmland, I will never change any of these ideals.
Yes, it’s the sort of stereotypical urban high school scene you might see on television – one that pops into my mind when I think of an urban school system, having neither attended nor taught in one. But are such gaps in one’s resume necessarily an insurmountable detriment? Not if you use work and life experiences, as I have, to derive lesions about how all people behave in social interactions, regardless of the setting, and remain committed to learning anew as situations present themselves. Leaving aside my assumptions about urban environments, such experiences tell me that the particulars may vary in different cultural contexts, but the core social encounters remain the same. This insight has shown me the importance of striving for professionalism and consistency in a working relationship with students and colleagues, regardless of the work environment.
News reports and popular culture tell us that drugs, violence, gang activity, truancy and illiteracy are problems of urban school systems. Of course: They’re the ones most under-funded and overcrowded, churning out the lowest standardized test scores. So you can expect the problems to be bad there.
But think again. I went to one of the best public schools in New Jersey. In my small suburban high school nearly all seniors graduated, and pretty much all who did went on to college. During all of my high school days I only knew of one dropout, and that was so unusual it was something of a scandal in my town. Yet that’s not to say my school didn’t have its own difficulties – ones stemming from the same social ills besetting cities.
While gangs in the typical sense of the word did not reign supreme in my high school, cliques certainly did. Almost every student could be lumped into a social group. Cliques garnered attention, asserted dominance and became notorious just like gangs in urban schools. Drugs, both illegal and legal ones, were just as much an issue in my upstanding high school as they are in schools with fewer advantages.
Rural schools, to judge from news reports, also face some of the same core social problems as urban schools. Illiteracy, violence and language barriers are all huge problems in these areas as well. One case in point, of course, is the Columbine High School shootings in Colorado, which put to rest any popular notion that violence and social pathologies are exclusive to inner-city schools. Another example is the much-reported abuse of the prescription drug oxycontin among rural youth. Gangs, drugs and violence in city schools get more attention – perhaps because the media are concentrated in cities – but they are problems in many places, if under the media’s radar and on a smaller scale.
I’ve even encountered such typical “urban” problems in education when I lived in rural Spain. As a teacher there for a school year, I found that maintaining student interest in the subject matter at hand was just as difficult as I’d imagine it is in American city schools. Often, I found out from colleagues, students from rural populations exhibited little understanding of the importance of schooling and opted not to go on to college. Just like many American youths (urban or otherwise), Spanish youths had ambitions that were short-term – obtaining an unskilled job and making money right after secondary school. Gangs, drugs and drinking also were prominent in the social life of many Spanish teenagers I observed.
I’ve recognized the same common denominators in college education. The Pennsylvania State University, where I attended as an undergrad, has more than 40,000 students and one of the biggest campuses in the country. It’s bigger and more diverse – in terms of racial, ethnic and social groups – than some places that call themselves cities, so naturally urban social dynamics come into play.
Underage drinking and drug use were probably the biggest dilemmas faced on campus when I went to college. All too often, alcohol abuse and drug problems ended in withdrawal from school. As it can occur with urban high schoolers, many university students are unaware of the effort and participation needed. They ultimately drop out because they confuse their priorities and are not prepared for the demanding academics. This typical urban center problem is all too common in higher education.
What are college fraternities and sororities, but a more elite version of gangs? There were, and continue to be, countless stories of hazing and abuse reported on college campuses. The same sorts of dominance and acceptance issues are as apparent nowadays in universities as in urban high schools.
One of the most looming matters of contention in urban school districts is one of funding. Countless debates have been mounted over the years about where the problems and the solutions to funding issues lie. There’s no denying that bureaucracy plays a major role. And neither urban school districts nor public universities can escape it. Issues about where money should be appropriated and how to measure that appropriation are one in the same when it comes to any type of educational institution.
In my beliefs about urban centers, it’s clear that social groupings have infinite commonalities although the geographical context may change. Urban environments are by no means the only situations in which educational and social hardships occur.
As I’ve now entered the working world, I’m beginning to unearth some of its social intricacies. Many aspects of my current professional environment are essentially like high school, only in a different setting. Issues with authority figures (bosses), cliques (company departments) and bureaucracy (accounts payable) have followed me in my later-life professional experiences. I can’t help but be reminded of newspaper stories of inner-city students acting out when I encounter first-hand managerial problems.
And that’s a lot of what I believe a classroom entails: Management. My social experiences have taught me that as a future teacher I’ll need to become an expert juggler to conduct a classroom. Management of time, lesson materials and student progress are only some of the things I’ll have to focus on. From my experience, most classroom conflicts have occurred when students are idle or perceive a lack of authority. I may have to be more diligent of this fact if I end up in an urban school. I know that I will need to be energetic and exciting as I teach a class, but also sure that appropriate consideration has been placed on discipline and structure.
I’ll also have to place due consideration on the lesson plan and subject matter constraints that are sure to come with any school district. Although these issues in urban schools might shine under a brighter spotlight – like with the strict No Child Left Behind Act – I know that I’ll be dealing with them in any future teaching job. The best I can do now is to prepare myself for the bureaucratic processes that are sure to follow me. These beliefs would serve me well in an urban environment or in the haughtiest of private schools.
As I contemplate my knowledge about urban centers, I can’t help but wonder why many educators face extreme difficulty in this environment. Is the fact that they have preconceived notions about how their students will interact essentially setting them up for failure? I’ve found that cumulative social experiences, whether in the classroom environment or out on the street, unite human beings. People, regardless of their location, tend to behave similarly. Therefore, my future teaching style can only reflect that.
I’m certain of a few unwavering standards. I know that in my interaction with colleagues and students I will always be professional and prepared. I will strive to be relatable and personal when dealing with any subject matter, as I feel it’s a great way to capture attention. I will aim for excellence, both in my work as an educator and in the work of my students. Whether I work in an urban center or in the middle of farmland, I will never change any of these ideals.
Subscribe to:
Posts (Atom)
