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The Culture of Socio-Economically Disadvantaged
Children
by Stacey Joe
Background
In Personalizing Culture Through Anthropological and Educational Perspectives
(1999), Rosemary Henze and Mary Hauser hypothesize that teachers and
anthropologists are alike in that they share a deep interest in culture.
Further, Henze and Hauser cite that teachers are in a unique and central
position as they are able to view and affect the acquisition of cultural
change
by new generations of immigrants.
It has been my experience that one way a school "handles"
culture is to stage
"multi-cultural' assemblies. The assembly in January serves a dual
purpose --
to capture Black History Month/Martin Luther King, Jr.'s birthday &
Chinese New
Year. The assembly in May to celebrates Cinco de Mayo. As Henze and Hauser
report, this is the quintessentially superficial or tourist approach to
culture.
Similarly, my image of a tourist is of an individual who is content with
being
presented a summary, but a not-too-serious-summary because he/she wants
to keep
the mood light and not think too much past the bigger question of, "What's
for
lunch?"
The classroom-based question then becomes, "Do I treat my students
like tourists
too?" My emphasis on culture in the classroom is quietly omnipresent
and
vigilant, yet lacking in formal pedagogical theory. Hurtful racial slurs
are
prevalent throughout the school as communication on a raw level serves
to hurt,
humiliate and incite. As a class we confront and we discuss matters that
lead
to extreme emotions. These discussions are often the best forums for learning
of the day.
As a new teacher, I haven't come across a program that addresses particular
cultures in a meaningful way. (Henze & Hauser do have excellent lead-in
ideas
under Learning About Others as Cultural Beings). I am in agreement that
when
the children's background is recognized and incorporated into the classroom,
children's motivation and engagement in the learning process increases
dramatically (Henze & Hauser, 1999). The "backgrounds" I
seek out deal mainly
with family. I never spotlight or dwell on a student based on his or her
ethnicity or race because this type of praise causes hurt feelings to
others who
are super-sensitive about themselves as is. I do attempt to make in-roads
based on the classroom community as a whole.
Decision-making Time
At this time, the fact that all the children in my class are socio-economically
disadvantaged is a commonality that ultimately brings them together in
this
under-performing STAR school. I think about the statistics all the time?the
poorest kids, in the worst schools - schools which have the highest teacher
turnover or the least experienced (that's me), credentialed teachers.
In Educating Language-Minority Children, the socio-economic factor which
hinders
second language learners was an eye-opener. I felt an instant connection
to
this issue and could directly relate its effects to the children in my
classroom. This common thread of need groups children into a culture in
and of
itself. There is no doubt that this culture of socio-economic depravity
exists
elsewhere. It is this culture that draws me to the profession and to these
children of color.
So, What is Culture?
I am in agreement that culture may be defined as the shared beliefs, values,
and
rule-governed patterns of behavior that define a group and are required
for
group membership (Goodenough, 1981; Saville-Troike, 1978). Culture may
be
thought of as the acquired knowledge people use both to interpret experience
and
generate behavior (Spradley, 1980). Both of these definitions make room
for the
fact that sharing a plight actually brings people together in the same
ways that
being of Vietnamese or Punjabi descent does.
My choice of a cultural group needed a baseline of information that
would tie
the cultural content of this group together and also provide a sense of
similarities and differences within the culture group itself. I polled
my class
(a sampling of responses is listed) with the following questions outlined
by
Saville-Troike (1978) in Reading, Writing & Learning in ESL:
Family Structures: What makes a family?
"A mom and a dad", "people who agree on everything and
share stuff", "a lot of
generations", "bunch of people who live together and love and
respect each
other."
Who among these or others live in one house?
"Mom, dad, brother, sister", "Mom, sisters, step-dad",
"Mom, grandpa, grandma,
step-dad", "Mom, dad, brothers, sister."
What are the rights and responsibilities of each family member?
"Mom and sister do dishes, Mom and Dad work, brother takes out trash
and clears
table", "Mom works and cooks, big sister helps step-dad clean",
"Mom cooks,
grandma cleans, step-Dad works", "Mom cleans and cooks and I
light incense every
morning and every evening".
What is the ranking of authority?
"Mom", "Mom", "Mom", "Mom"
Who is the most important family member?
"Sister", "Mom", "Mom", "Sister"
The Life Cycles
What behaviors are considered appropriate for children of different ages?
"I still can't go on the rides because I'm younger," "I
can't go to a lot of
places that my friends can because there is no one to watch me,"
"My mom won't
let me go to the computer place like my brother does."
What commemoration is made of the child's birth, if any, and when?
"Celebrate with other family members," "cake," "cake,"
"family, aunt, and
counsins."
Roles and Relationships
How is courtesy shown and to whom and by whom?
"I listen to what my Mom says and bring her things that she needs,"
"listen."
Discipline
What is discipline?
"Whipping, slaps," "Grounding - no playing outside,"
"My mom and dad yell at
me," "Grounding"
Who or what is considered responsible if a child misbehaves? The child?
Parents? Older siblings? The environment?
"Parents," "Mom," "Mom"
Who has authority over whom?
"Mom", "Mom", "Mom", "Mom"
Time and Space
How important is punctuality?
"Not that important," "It depends what it is," "Usually
one time," "50-50"
How important is speed in completing a task?
"Not important," "Sometimes important if she wants me to
do
something else," "Not important," "Doesn't matter"
Religion
What restrictions are there concerning topics that should not be discussed
in
school?
(All polled replied "Nothing")
Are dietary restrictions to be observed, including fasting on particular
occasions?
"Fish", "Cheese on Sundays"
Food
What is eaten?
"Junk food like chips," "Candy," "Candy",
"Hot chips"
Which foods are common?
"Rice, fish, sometimes vegetables," "Menudo, enchiladas,"
"Cabbage, fish,"
"rice, fish, chicken."
History, Traditions, Holidays
What events and people are a source of pride for the group?
"Tet," "Chinese New Year," "Kin and Binh (brother
and sister of a student)"
To what extent does the group in the United States identify with the history
and traditions of the country of origin?
"We celebrate Christmas and Easter now," "Christmas, Halloween,
Thanksgiving,"
"July 4th, Halloween"
Variability with the Group (see also Expectations about Schooling)
From Nike brand shoes and accessories to the latest CD's, the majority
of the
class appears to have taken on the American culture as their model for
success.
This transition seems to have hit the boys earlier and harder than the
girls.
Appearance-wise the mass-marketing of American goods seems to have found
fertile
ground from which to peddle their goods and services.
From the polling responses, I found it interesting that "Mom"
came up as the
ranking authority in all twenty-five of the households. The fact that
this is
not true in my own household, or the household in which I grew up makes
me
wonder if Dad is working longer and harder and is therefore "disconnected"
from
everyday family affairs.
Responses to the question of what makes a family ranged from the traditional,
"A
mom and a day", to the philosophical, "bunch of people who live
together and
love and respect each other", to just plain wishful thinking, "people
who agree
on everything and share stuff."
Expectations about Schooling
In this class, there is a wide degree of variability with regard to the
amount
and intensity of the academics. I have parents who want more of everything
(including homework) to parents who have confronted me with the fact that
they
are "very busy on the weekends and that because their child is only
ten years
old, he doesn't need to be wasting his weekend doing homework!"
In all but two cases, parents do not or are not capable of assisting
their own
children with homework. This does not prevent the achievers from tackling
the
work themselves or seeking others who can lend a hand. Fully 60% of the
class
are part of an afterschool tutoring program of some kind.
Those parents and caregivers who schedule time in for parent conferences
are the
same parents who appreciate our work as teachers. These are the parents
whose
only wish is for their children to "study hard and be good."
A call to these
homes - 90% of the time - produces positive results. Conversely, it is
the
parents whom I've never met in person, but to whom I haven spoken to over
the
phone, who have written notes directly to the principal asking why their
child
has been picked on for various reasons and why didn't the teacher take
care of
the problem before it got to me. It comes as no surprise that this time
of
defense of their child is proving to be a detriment to the academics of
said
child.
Language Structures and Discourse Rules
Peregoy and Boyle list the following sub-categories as components for
language
structure: intonation, pitch, phonology, word formation (morphology),
and word
order (syntax). At this time, all of the students in the class have an
above
average verbal command over these components. I am proud to say that the
class
is confident enough to use their verbal skills to challenge and to question
me.
Continued problematic issues appear in the area of writing, where I associate
the added challenges of spelling and grammar as deterrents to smooth writing.
Demographics of the Western Addition
Boundaries: Van Ness Avenue to Masonic and Presidio Avenues, Fell Street
to
California.
Historically, the Western Addition was where the city grew westwardly.
But as
neighborhoods such as Pacific Heights and Anza Vista came to have their
own
identities, the boundaries of the Western Addition shrank to include only
the
plateau west of Van Ness Avenue. The place has changed in other respects,
too.
Where it was once home to the secondhand furniture shop center, the kosher
food
shops and a lively Fillmore Street commercial and nightclub hub, the Western
Addition is now characterized more by urban renewal projects like the
Japanese
Cultural and Trade Center, the new St. Mary's Cathedral, Nihonmachi and
many
blocks of new town houses. Traditional sights include hundreds of Victorian
houses.
Embracing three historic districts-Webster Street, Bush Street-Cottage
Row and
Alamo Square- renowned for their Victorian architecture, the Western Addition
is
one of The City's most diverse areas. A thriving Japanese-American community
and
the Center for African and African American Art and Culture on Fulton
Street
reflect the neighborhood's rich and varied heritage. A platform for the
discussion of issues and trends affecting African Americans, the center
also
houses an art gallery and a theater. Visitors interested in learning all
about
The City's legendary volunteer fire companies should stop by the San Francisco
Fire Department Pioneer Memorial Museum on Presidio Avenue at Pine Street.
The
Juneteenth Celebration <../../calendar/index.html> is an outdoor
event held each
June to celebrate African American culture. Click here
<../../maps/html/Citywide.html> for a map.
DEMOGRAPHIC HIGHLIGHTS
DESCRIPTION PUBLIC HOUSING SECTION 8
Total Number of Households* 5,386 6,582
Total Number of Residents* 11,641 15,220
Race Composition*
African-American 44.5% 39.4%
Asian/Pacific Islander 26.8% 25.1%
Caucasian 18.7% 26.6%
Hispanic 8.7% 8.2%
Native American 0.5% 0.5%
Others 0.8% 0.2%
Average Rent* $238.24 $334.58
Average Household Income* $12,211 $14,475
Number of Households on Waiting List 17,368 30,621
Resources
Goodenough, W.H. (1981). Language, culture and society. New York: Cambridge
University Press.
Henze, Rosemary and Hauser, Mary (1999). Personalizing Culture Through
Anthropological and Educational Perspectives, Educational Practice Report
4. ©
1999 by the Center for Research on Education, Diversity & Excellence,
Santa
Cruz, CA and Washington, DC.
Peregoy, S. and Boyle, O. (1997) Reading, Writing and Learning in ESL.
New
York: Longman.
Saville-Troike, M. (1978). A Guide to Culture in the Classroom. Rosslyn,
VA:
National Clearinghouse for Bilingual Education.
Spradley, J.P. (1980). Participant observation. New York: Holt, Rinehart
&
Winston.
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