Urban Education – The Here and Now!

March 22, 2009

Sexualization of Children

Sexy videos like the one above are part of the normal video  buffet for children. Children who look at these images and listen to these songs repeatedly beginning at an early age are more likely to engage in sexual practices at an early age.

These images are the reason why some schools have cancelled a lot of school dances. The administrators are wary about having school dances because the dances look like they are having vertical sex.

I have seen children at the age of three or four encouraged to act sexy and dance in sexy ways. The parents feel that this behavior is cute at this age because the children are so young and innocent. What they do not realize is that these children evolve, and when they evolve into middle school aged children who are uncontrollable, they want to call the police.

March 21, 2009

The culture of Poverty

 

How to understand a culture of poverty

By Sudhir Venkatesh, Slate

Published Wednesday, March 18, 2009

http://www.tampabay.com/news/perspective/article985134.ece#


Pop quiz: Who made the following observation? “At the heart of the deterioration of the fabric of (black America) is the deterioration of the (black) family. It is a fundamental weakness of (black Americans) at the present time.”

Each year, I pose this question to my undergraduate students. Most will guess George Bush, Bill Cosby, Al Sharpton or Bill Clinton. This is not surprising, given their age.

More telling is their perception that such a view might come from the political left or right. It reveals just how commonplace the link of family-race-poverty is in the American mind-set.

But there is a little trickery going on: Replace “black” with “Negro” and change the date to 1965. The correct author is Sen. Daniel Patrick Moynihan. He wrote these words as part of a policy brief to help President Lyndon Johnson understand the distressed social conditions in urban ghettos. “The Negro Family: The Case for National Action” leaked to the press and created a firestorm of controversy with its contention that a “tangle of pathology” engulfed black America.

The so-called “Moynihan Report” brought about a new language for understanding race and poverty: Now-familiar terms like pathology, blame the victim, and culture of poverty entered American thought as people debated whether Moynihan was courageously pointing out the causes of social ills or simply finger-pointing. Moynihan forced a nation to ask, “Is the culture of poor blacks at the core of their problems?”

A deep American schism was born. Liberals believed that black poverty was caused by systemic racism, such as workplace discrimination and residential segregation, and that focusing on the family was a form of “blaming the victim.” Conservatives pointed to individual failure to embrace mainstream cultural values like hard work and sobriety, and intact (read: nuclear) families.

In this standoff, along comes the eminent sociologist William Julius Wilson, whom I studied with at the University of Chicago in the 1990s. Wilson claims his analysis in his new book will bridge the two worlds and create a new, more enlightened way for Americans to talk about race — but he is well aware that won’t happen without controversy.

It is fitting that the most famous contemporary sociologist has decided to address the most significant policy issue of our time. Anything but shy, Wilson has devoted his career to wading into contentious debates that have enormous social implications for the way we understand race and inequality in America.

In More Than Just Race Wilson wants to explain inner-city behavior — such as young black males’ disdain for low-wage jobs, their use of violence, and their refusal to take responsibility for children — without pointing simplistically to discrimination or a deficit in values. Instead, he argues that years of exposure to similar situations can create responses that look as if they express individual will or active preference when they are, in fact, adaptations or resigned responses to racial exclusion.

Consider a young man who works in the drug economy. That doesn’t mean he places little, if any, value on legitimate work. Employment opportunities are limited in the man’s segregated neighborhood. Most of the good jobs are far away. To complicate matters, many of his friends and neighbors are probably connected to the drug trade. Survival and peer pressure dictate that the man will seek out the dangerous, illegal jobs that are nearby, even while he may prefer a stable, mainstream job. Delinquent behavior? Certainly, but more than likely a comprehensible response to lack of opportunity.

Now focus Wilson’s “socialization” lens on teen pregnancy: Young inner-city women achieve both personal identity and social validation in their community by entering into motherhood. They join others whose lives are similarly defined by early parenting.

Wilson does more than argue for the rationality of such behaviors. The actions of both the young man and the teenage mother are “cultural,” he suggests, because they follow from the individual’s perceptions of how society works. These perceptions are learned over time, and they create powerful expectations that can lead individuals to act in ways that, to the outside world, suggest insolence, laziness, pathology, etc.

Wilson describes this succinctly: “Parents in segregated communities who have had experiences (with discrimination and disrespect) may transmit to children, through the process of socialization, a set of beliefs about what to expect from life and how one should respond to circumstances. … Children may acquire a disposition to interpret the way the world works that reflects a strong sense that other members of society disrespect them because they are black.”

If you think you’re at a disadvantage (however justified or unjustified that belief may be), you internalize your status, such that your low expectations become as durable an obstacle as the discrimination you might be facing.

Wilson appreciates Moynihan for shedding light on ghetto poverty. But by focusing on the capacity of the poor to act rationally and thoughtfully, Wilson wants us to move past victimhood. In his view, neither defending the victim nor blaming the victim is very helpful in moving us forward.

Three generations of black ghetto dwellers have been relying on welfare and sporadic work and doing so in isolation from the mainstream. It is folly to believe that some distinctive behavior, values, or outlooks have not arisen as a consequence. In Wilson’s work, the recognition functions almost like confession: Let us face the truth, so that we may finally bring forth change.

The book stands to have a powerful impact in policy circles because it points to the elephant in the room. Wilson emphasizes the advantages of “race neutral” jobs programs, knowing that Americans are more likely to support initiatives that are not identified with poor blacks. Stated somewhat crudely, increasing employment will reduce the number of people who might promote or even condone deviant behavior.

Because Wilson advised the Obama campaign, it is likely that his combination of race-neutral social policies and “jobs-first” agenda will be attractive to our president.

Sudhir Venkatesh is William B. Ransford professor of sociology at Columbia University and author of Gang Leader for a Day.

December 27, 2008

Arne Duncan- Can he save Urban Education?

WATCH THE SECOND VIDEO FIRST!!!!!!

While the world had me looking at Michelle Rhee and Linda Darling Hammonds as possible  candidates for the top job in Education, here comes Arne Duncan. Without me being too sarcastic, I hope that the only reason that our President elect did not pick one of these two very talented women is because they don’t play basketball…lol

In 2007, only 17 percent of eighth graders tested at or above grade level in reading in Chicago Public Schools – the school system administered by Arne Duncan since 2001. 

President-elect Barack Obama on Tuesday tapped Duncan to become secretary of education in the upcoming administration. 

Duncan, hailed by Obama as a reformer, said he would like to take the lessons he learned in Chicago with him when he moves to Washington. “I’m also eager to apply some of the lessons we have learned here in Chicago to help school districts all across our country,” Duncan said after Obama formally named him to the job in Chicago.

I agree with David Boaz who states “ In seven years running the Chicago public schools, this longtime friend of Obama was apparently not able to produce a single public school that Obama considered good enough for his own children.”

 

I am anxious to see what programs Mr. Duncan has in store for schools around the country.  Because he has experience leading an urban school system, I hope that he will introduce policies that will be a win-win-win for students, parents and educators.

August 18, 2008

Project 119- Leave No Future Olympian Behind! – Part 2

 

RAY SUAREZ: Professor, tell us about the nationwide sports school system. How does it work?  

SUSAN BROWNELL: The Chinese sports system consists of about 3,000 sports schools of different types. So the sports schools at the local level are spare-time schools where children can go after they attend their regular classes.

Then, if they move up the scale, if they’re good enough, they’ll be recruited into a sports boarding school. And there they have exited the regular educational system and they board at the school where their education may not be — may not get the attention that probably it should get.

And from that point, maybe they will be recruited onto the provincial team. The provincial and municipal teams are really the backbone of the Chinese sports system. And once you get onto that team, you’re essentially a professional athlete, although they don’t like to use that word. They prefer to call them “specialized athletes” and to think that the financial aid they get is something like a college scholarship would be in the United States.

And then, finally, there are sports where there are national teams. And those are sports where the best provincial athletes are further recruited to a national centralized team, which will train either in Beijing or in training centers around the country.

RAY SUAREZ: The way I understand it, these schools basically make the athlete into a ward of the state for as long as they remain in the system. Is there an advantage to families who were able to place a child into the national sports system?

SUSAN BROWNELL: Education is really highly valued by Chinese parents. And for that reason, well-educated parents and parents from white-collar backgrounds are usually not in favor of their children joining a sports boarding school.

So most athletes come from peasant backgrounds or worker backgrounds, except maybe for a few sports which are very popular here, such as badminton and table tennis, it is said will be able to recruit children from white-collar backgrounds more so than other sports.

Certain sports are called “the bitter sports,” such as weight-lifting, long distance running, race walking. And those sports are considered to be sort of physically uncomfortable. And those are the ones that typically are — the athletes almost all come from peasant backgrounds.

So basically, in China, the sports system is seen as a means of social mobility. I know there’s a stereotype in the Western media that it’s a system that ruins lives, but, in fact, the perception in China is that, in most cases, it’s a ticket to a better life, especially for peasants who are given a residence permit once they make the provincial sports team.

And this is really a big advantage in life for a peasant who comes from a rural background where he’s held to that background through the residence permit system, a rural residence permit.

 

There are some things about China that I do not want to adopt, there are some ideas that I do. Project 119 should be looked at by our U.S. politicians. Instead of eliminating the physical education programs in elementary schools, especially the more impoverished areas, they should be investing more money into the programs. As of Today, China has more gold medals than United States. Their percentage for gold and silver medals is around 80% whereas our percentage of silver and gold out of the total amount of medals won is around 63%. In order for United States to reclaim their status, they are going to have to invest more money into schools that can recruit and train potential Olympic winners. Now I am not saying that all potential winners come from the inner cities but without an adequate physical education program in the inner cities, we are definitely missing out on a number of potential Olympic winners.

I love Micheal Phelps’ story because he was a child who used swimming as a positive outlet for his bundled up energy.  I know plenty of children who could and would benefit from a structured swimming, gymnastics, golf, tennis, rowing program. In order to prepare for the global games, we are going to have to adopt a more global view of education and not just reading, writing and arithmetic. We are going to have to embrace a more progressive way of ensuring that all children are given the opportunity to explore their Olympic dreams.

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