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Post by carolinebyrnes on Jun 8, 2016 15:25:26 GMT
Here is a place to discuss reading 9
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Post by rachelmartin1 on Jun 8, 2016 21:05:22 GMT
I posted about this in the Reading 8 thread but I wanted to bring it up again because I thought it was an interesting quote. The quote is: "Whether intentionally or unintentionally, tracking systems that lead to the existence of lower-track science classes serve to reproduce and maintain socioeconomic stratification."
What do you guys think are some explanations for why lower-track science classes maintain the socioeconomic stratification? I know that is a really broad statement made by Lee and Buxton, but they didn't go into any detail about why or how this happens. This has really stuck with me because classes in school should not reproduce and maintain inequality or separation of any kind. Let me know what you all think!
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Post by Tiffani on Jun 9, 2016 1:26:59 GMT
That's a great (and tough) question Rachel. I guess the more obvious answer would potentially be the discourse differences between lower-track and higher-track science classes. There must be student exposure to concepts, experiences, or other topics in higher-track science classes that those individuals aren't getting in lower-track classes. I'm just very curious as to where the gap lies between both courses of education (what is one providing that the other isn't?). Very thought-provoking.
I don't believe that the maintenance of socioeconomic stratification is intentional or even consciously occurring within the school system, however I do wonder how well-known this fact is by educators. Also, is there something that the school system can do to combat this phenomena? Like Rachel said, classes in school should not reproduce or maintain inequality - I believe that this is an important issue that should be addressed by educators.
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Post by jessicadiazr on Jun 10, 2016 1:08:19 GMT
I posted about this in the Reading 8 thread but I wanted to bring it up again because I thought it was an interesting quote. The quote is: "Whether intentionally or unintentionally, tracking systems that lead to the existence of lower-track science classes serve to reproduce and maintain socioeconomic stratification." What do you guys think are some explanations for why lower-track science classes maintain the socioeconomic stratification? I know that is a really broad statement made by Lee and Buxton, but they didn't go into any detail about why or how this happens. This has really stuck with me because classes in school should not reproduce and maintain inequality or separation of any kind. Let me know what you all think! So could this be because lower-track classes might contain more lower socioeconomic students and higher-track classes might contain more higher socioeconomic students? I don't know if this could be true or anything but it might be an explanation. So even though it might not be intentional, students might distribute that way. I had another concern with the reading. I found it super interesting that one of the ways to promote science learning and English proficiency for ELL students was to incorporate ways in which students' cultural experiences influence science instruction and capitalize on students' intellectual resources to enhance learning. I was wondering how could a teacher that does not have the same cultural background accomplish this without stepping over into stereotyping? |
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Post by tom56omara on Jun 10, 2016 22:12:53 GMT
"I was wondering how could a teacher that does not have the same cultural background accomplish this without stepping over into stereotyping?" -Jessica
I got into the same question in my last post. I understand many of the concepts in this reading and why they work, but accomplishing these concepts in the classroom seem to be difficult. I think my main problem with incorporating cultural science instruction into the curriculum for minority students is the fact that their might be only one or two students in your class that is not from the U.S. If half the class was Spanish speaking then is okay to incorporate cultural influence in the class. It's hard to tell. Spanish is a broad language, and educators can't just say all Spanish speaking individuals have the same culture.
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linda
New Member
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Post by linda on Jun 12, 2016 0:08:00 GMT
Jessica, I think that allowing the student be in control of or decide whether or not to share could eliminate the possibility of a teacher stereotyping a student or the student's culture.
I think the science stratification starts even before children get to school, back to their zip codes/social economic status for a lot of the students. It just snowballs from there, with help from society, teachers, etc.
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Post by jessicadiazr on Jun 12, 2016 18:52:24 GMT
Tom, that's also what I was thinking, "Spanish is a broad language, and educators can't just say all Spanish speaking individuals have the same culture" which is why it got me thinking how teachers could help without stereotyping. But I like Linda's idea. By allowing students to be in control of what they share, stereotyping would be less of an issue. I suppose the important thing to do, in this case, would be to let students know that sharing is great and let the classroom be a place where they can share their experiences freely.
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