Editors,
I think you will receive more signatures on the postings if this form makes clear that the address line "Name" is NOT automatically posted along with the entry. I presumed my name would be included in the posting when I initially filled in the form. When I discovered it was not, I sent you a second submission.
I see that many of the other postings are by anonymous too. It may be for much of the same reason.
Thank you.
Jenny Ankenbauer
Instructor, Dept. of Education
Houston Community College
I believe the multiple issues that complicate SES influence school success. These include the need for affirmation of self-worth as a capable student.
One influence not mentioned here is disposition to learn. For education to be successful it must 1) recognize student's disposition towards academic learning and 2) promote student ownership of the knowledge being taught. How relevant are traditional curriculums to low SES students compared to the relevancy students from the mid-high SES homes perceive them to be? Could that account for much of the discrepancy in student persistence and achievement?
Family belief systems on academic relevancy do have a strong influence on a child's disposition to learn in school. If the parents themselves did not find school inspiring due to unmet socio-economic challenges, and therefore not relevant to their personal lives, how authentic can they be in promoting the same experiences for their children? However, educational reform can correct the inequity these parents experienced as students thereby giving them authentic reasons to promote positive attitudes of school success in their children.
What I believe will improve education is teaching for meaning-i.e. fostering a deep understanding of content, and not superficial knowledge or rote memorization. This is best done by using problem-based learning. A curriculum that invites students to build on what they know, that provides students with the tools to identify and solve problems relevant to their lives, and engages them in problem-solving projects that meet those needs, will not only promote student motivation, but will showcase how truly capable students are regardless of their SES.
I believe the multiple issues that complicate SES influence school success. These include the need for affirmation of self-worth as a capable student.
One influence not mentioned here is disposition to learn. For education to be successful it must 1) recognize student's disposition towards academic learning and 2) promote student ownership of the knowledge being taught. How relevant are traditional curriculums to low SES students compared to the relevancy students from the mid-high SES homes perceive them to be? Could that account for much of the discrepancy in student persistence and achievement?
Family belief systems on academic relevancy do have a strong influence on a child's disposition to learn in school. If the parents themselves did not find school inspiring due to unmet socio-economic challenges, and therefore not relevant to their personal lives, how authentic can they be in promoting the same experiences for their children? However, educational reform can correct the inequity these parents experienced as students thereby giving them authentic reasons to promote positive attitudes of school success in their children.
What I believe will improve education is teaching for meaning-i.e. fostering a deep understanding of content, and not superficial knowledge or rote memorization. This is best done by using problem-based learning. A curriculum that invites students to build on what they know, that provides students with the tools to identify and solve problems relevant to their lives, and engages them in problem-solving projects that meet those needs, will not only promote student motivation, but will showcase how truly capable students are regardless of their SES.
Isn't it interesting that with learning we measure performance. It is as if the steller performers are either wealthy or of a particular gender. Well, learning may be impacted by wealth. The indoctrination of the school system impacts the genders, wealth and poverty exactly the same. It's called NCLB and its a whirrly gig of a set of tests, school placement and tests.
To say that it is hard to answer the question with any sense of honest thought boggles the mind.
I believe it is more parent involvement and their educational expectations for the child than either of your choices. In saying this, however, it has been my experience that those in the lower socioeconomic category tend to have lower expectations - maybe because of their own lack of education or working long hours due to being a single parent...
I have taught middle-school General Math through Algebra 1 in a predominately blue-collar community for over 12 years. As the year comes to an end, we (as a team of teachers) begin to look at those "high-flyers" in our classes who might be on the bubble for attending the traditional end-of-the-year field trip. I have a list of twelve students of whom only one is female. While some of these young men ARE in the lower socio-economic levels, that doesn't seem to be the common thread. What I DO see is varying levels of hormonal development beginning (lack of restraint). The other common thread is an absent father...not just physically, but emotionally as well. Many of these moms are involved and value education. But, it is a 2-parent job and young men suffer from the lack of a male-figure/father in their lives. If I had one dream AND the power to fix it, I would make sure each child had an intact family...SIGH...
Hmmm... tough question. But look at our workforce -who has the top jobs? Low socioeconomics is hard to overcome. Few or no books in the home, may or may not have had dinner or breakfast, parents often working 2 jobs to make ends meet which usually means no help with school work for the child, very little conversation... Lots of factors...
I work in a school that has 90% of our students on free or reduced lunch. These students come from homes where education is not always seen as something valuable. Those of my students that have parents that take an interest in their education and want their children to do well are those that perform better academically.
Cognitive studies demonstrate that there are differences in the way male and female brains perceive and process the context they sense.
Studies also show that our brains develop at different locations within the brain and at different rates.
Sex, er gender, has the greatest impact. The region of society that you emerge from has an impact that schools and their teachers can compensate for (the evidence is on the ground if you look, www.essemtialschools.org for example).
Family counts too - but it is not a total deal breaker.
Comments (19)
Comment RSSSign in or register to post comments
Editors, I think you will
Editors,
I think you will receive more signatures on the postings if this form makes clear that the address line "Name" is NOT automatically posted along with the entry. I presumed my name would be included in the posting when I initially filled in the form. When I discovered it was not, I sent you a second submission.
I see that many of the other postings are by anonymous too. It may be for much of the same reason.
Thank you.
Jenny Ankenbauer
Instructor, Dept. of Education
Houston Community College
Which impacts student performance the most, gender or socioecono
I believe the multiple issues that complicate SES influence school success. These include the need for affirmation of self-worth as a capable student.
One influence not mentioned here is disposition to learn. For education to be successful it must 1) recognize student's disposition towards academic learning and 2) promote student ownership of the knowledge being taught. How relevant are traditional curriculums to low SES students compared to the relevancy students from the mid-high SES homes perceive them to be? Could that account for much of the discrepancy in student persistence and achievement?
Family belief systems on academic relevancy do have a strong influence on a child's disposition to learn in school. If the parents themselves did not find school inspiring due to unmet socio-economic challenges, and therefore not relevant to their personal lives, how authentic can they be in promoting the same experiences for their children? However, educational reform can correct the inequity these parents experienced as students thereby giving them authentic reasons to promote positive attitudes of school success in their children.
What I believe will improve education is teaching for meaning-i.e. fostering a deep understanding of content, and not superficial knowledge or rote memorization. This is best done by using problem-based learning. A curriculum that invites students to build on what they know, that provides students with the tools to identify and solve problems relevant to their lives, and engages them in problem-solving projects that meet those needs, will not only promote student motivation, but will showcase how truly capable students are regardless of their SES.
Jenny Ankenbauer
Houston Community College
Which impacts student performance the most, gender or socioecono
I believe the multiple issues that complicate SES influence school success. These include the need for affirmation of self-worth as a capable student.
One influence not mentioned here is disposition to learn. For education to be successful it must 1) recognize student's disposition towards academic learning and 2) promote student ownership of the knowledge being taught. How relevant are traditional curriculums to low SES students compared to the relevancy students from the mid-high SES homes perceive them to be? Could that account for much of the discrepancy in student persistence and achievement?
Family belief systems on academic relevancy do have a strong influence on a child's disposition to learn in school. If the parents themselves did not find school inspiring due to unmet socio-economic challenges, and therefore not relevant to their personal lives, how authentic can they be in promoting the same experiences for their children? However, educational reform can correct the inequity these parents experienced as students thereby giving them authentic reasons to promote positive attitudes of school success in their children.
What I believe will improve education is teaching for meaning-i.e. fostering a deep understanding of content, and not superficial knowledge or rote memorization. This is best done by using problem-based learning. A curriculum that invites students to build on what they know, that provides students with the tools to identify and solve problems relevant to their lives, and engages them in problem-solving projects that meet those needs, will not only promote student motivation, but will showcase how truly capable students are regardless of their SES.
parental involvement
parental involvement overides everything. it doesn't matter who the child is, but it does matter who the parent is.
Which impacts student performance the most?
Isn't it interesting that with learning we measure performance. It is as if the steller performers are either wealthy or of a particular gender. Well, learning may be impacted by wealth. The indoctrination of the school system impacts the genders, wealth and poverty exactly the same. It's called NCLB and its a whirrly gig of a set of tests, school placement and tests.
To say that it is hard to answer the question with any sense of honest thought boggles the mind.
Gender or Socioeconomics?
I believe it is more parent involvement and their educational expectations for the child than either of your choices. In saying this, however, it has been my experience that those in the lower socioeconomic category tend to have lower expectations - maybe because of their own lack of education or working long hours due to being a single parent...
Gender or Socioeconomic status?
I have taught middle-school General Math through Algebra 1 in a predominately blue-collar community for over 12 years. As the year comes to an end, we (as a team of teachers) begin to look at those "high-flyers" in our classes who might be on the bubble for attending the traditional end-of-the-year field trip. I have a list of twelve students of whom only one is female. While some of these young men ARE in the lower socio-economic levels, that doesn't seem to be the common thread. What I DO see is varying levels of hormonal development beginning (lack of restraint). The other common thread is an absent father...not just physically, but emotionally as well. Many of these moms are involved and value education. But, it is a 2-parent job and young men suffer from the lack of a male-figure/father in their lives. If I had one dream AND the power to fix it, I would make sure each child had an intact family...SIGH...
Which impacts student performance the most?
Hmmm... tough question. But look at our workforce -who has the top jobs? Low socioeconomics is hard to overcome. Few or no books in the home, may or may not have had dinner or breakfast, parents often working 2 jobs to make ends meet which usually means no help with school work for the child, very little conversation... Lots of factors...
Gender or Socioeconomic Status?
I work in a school that has 90% of our students on free or reduced lunch. These students come from homes where education is not always seen as something valuable. Those of my students that have parents that take an interest in their education and want their children to do well are those that perform better academically.
Sex or Money
Cognitive studies demonstrate that there are differences in the way male and female brains perceive and process the context they sense.
Studies also show that our brains develop at different locations within the brain and at different rates.
Sex, er gender, has the greatest impact. The region of society that you emerge from has an impact that schools and their teachers can compensate for (the evidence is on the ground if you look, www.essemtialschools.org for example).
Family counts too - but it is not a total deal breaker.