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Poverty: Day 3

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Three men walking along a riverbank noticed children in the river, floundering ... Medical practices (cupping, coin rubbing, etc.)? Going to be without dinner? ... – PowerPoint PPT presentation

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Title: Poverty: Day 3


1
Poverty Day 3
  • Poverty and Schooling in the U.S. Contexts and
    Consequences
  • Brooks, Sue (2004).

2
Neat story
  • Three men walking along a riverbank noticed
    children in the river, floundering and struggling
    as if they were drowning. Two fo the three
    jumped in and pulled the children out - one, then
    another, then another. The third man wandered
    upstream.
  • When he came back he was asked, Where were you?
    We needed help.
  • I know, the third man replied, but someone
    needed to find out who was throwing all the
    children in the water.

3
Teratogens
  • Pollution (asthma)
  • Garbage (bacterial diseases)
  • Lack of immunizations (communicable diseases)
  • Prenatal care (low birth weight, birth defects)
  • Preventative care (emergency room visits).
  • Violence (broken bones, bruises)
  • Hunger (neglect, foster care, poor nutrition).
  • Homelessness (bacterial diseases, frequent colds,
    poor nutrition, poor supervision).

4
Creod (McCall, 1981)
Hi
Smoker
Risk for Cancer
Clean Air Only
Lo
Hi
Lo
Genetic Risk
5
Creod (McCall, 1981)
Hi
High Teratogens
Risk for Lower IQ
No Teratogens
Lo
Hi
Lo
Genetic Risk
6
Creod (McCall, 1981)
Hi
Homeless
Risk for Depression
Perfect Home
Lo
Hi
Lo
Genetic Risk
7
Litigation
  • Brown v. Board of Education Separate but equal
    within same district is not acceptable.
  • San Antonio ISD v. Rodriquez It is not
    unconstitutional for schools/districts to be
    funded differently.
  • Mlliken v. Bradley Separate but equal is okay
    as long as it crosses district lines.

8
Rich School Poor School
  • Newer buildings
  • Better maintained older buildings
  • More supplies
  • More parental involvement opportunities
  • Best prepared teachers
  • More English-only children
  • More A.P. and Exploratory Classes
  • Older buildings
  • Poorly maintained buildings.
  • Inadequate books, supplies, classrooms.
  • Parents often work 2 jobs school has no place
    for parents
  • Many teachers are uncertified.
  • More ELL
  • Few to no A.P. or exploratory classes

9
Robin Hood System
  • Some states have this type of school funding
    system.
  • A percentage of local funds are pooled into a
    state fund to be redistributed so that all
    districts are equally funded.
  • Many states still fund individual districts based
    only on local funds, though.
  • Native American reservation schools are funded
    differently.

10
Nested Inequalities
  • Inequalities can be noted at each level
  • Outer State some states are poorer than others.
  • Middle District some districts are poorer than
    others.
  • Center Schools some schools are poorer than
    others.

11
Group Project Nested Inequalities
12
Culture and Special Education
  • Building Reciprocal Family-Professional
    Relationships
  • Kalyanpur Harry (1999).

13
Culture of Special Education
  • Language
  • Implicit Rules
  • Explicit rules
  • Traditions
  • Belief System
  • Value System
  • Group Goals

14
Culture of Parenting
  • Ethnotheories of Parenting Parental belief
    systems about child rearing and development are
    affected by culture and personal history.
  • How do children learn?
  • What is independence?
  • What is appropriate behavior?
  • How is a child punished?
  • Who leads the family?
  • Who teaches the child?

15
Family Values Equality versus Hierachy
  • Equality
  • Democratic family system
  • Spouses share authority
  • Same rules apply to all children
  • Same school expectations for all children.
  • Hierachy
  • Group is more important than an individual.
  • One spouse is the decision-maker
  • Different rules for different children.
  • Different school-based expectations for different
    children.

16
Family StructureExtended versus Nuclear
  • Extended
  • Family includes many more people.
  • Some family are fictive kin instead of blood or
    marital relation.
  • All family members make decisions for the child.
  • Nuclear
  • Mother Father Children single household
  • Could also be different variations (single parent
    child adoptive parents child lesbian/ gay
    parents children).
  • Only those adults who live within that household
    have authority over the children

17
Family InteractionsEnmeshment vs Disengagement
  • Enmeshment
  • Family system lines are blurred
  • Family solves its own problems
  • Professional is an outsider
  • Disengagement
  • Boundaries are solid.
  • Usually more top-down authority.
  • More willing to allow a professional in to help.

18
Abuse or Acceptable?
  • Spanking
  • Locking a child in a room?
  • Medical practices (cupping, coin rubbing, etc.)?
  • Going to be without dinner?
  • Parenting styles (yelling, using guilt)?
  • Keeping an older child home to care for a younger
    child?
  • Taking money made by a child.

19
Group Project
  • Identify your own ethnotheory of parenting
    compare these in your group
  • How do children learn?
  • What is independence?
  • What is appropriate behavior?
  • How is a child punished?
  • Who leads the family?
  • Who teaches the child?

20
Steps to Cultural Reciprocity
  • ID the cultural values embedded in the
    interpretation of childs problems and
    recommendations for help.
  • Find out how the family interprets the childs
    problems and how different that is from your own
    interpretation.
  • Acknowledge and give explicit respect for any
    culturally differences and explain the cultural
    basis of your professional assumptions.
  • Discuss and collaborate until you find a way of
    adapting your interpretations and recommendations
    to value system of the family.

21
Group Project
  • Steps
  • ID culture embedded in dx and recommendations
  • ID how family interprets problems and what
    theyve tried.
  • Acknowledge and explain cultural differences
  • Make adaptations based on this.
  • 8 yr old - Middle Eastern male child (ELL)
  • IQ 65 ACH 65 Adaptive 65
  • Parent refuses to accept dx of mental
    retardation.
  • Go through the steps and see how you can use
    cultural reciprocity.

22
Dollar Street
  • http//www.gapminder.org/downloads/dollar-street/
  • Dollar Street contains photo-panoramas from
    households at different income levels
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