Unequal Childhoods

There are some serious socio-economic issues that impact urban communities across the state of New Jersey. The real cost of living in New Jersey is the central issue for many families throughout the state but most importantly the urban centers. There are an astonishing number of families that meet the self-sufficiency standard whom are barely making ends meet. On the other hand there are families who are below or above the Federal Poverty Level (FPL), and many that are borderline-income is slightly above. Four out of the six families from unequal childhoods would have a tough time trying to maintain a lifestyle in New Jersey. This information is relevant to the urban educator because it will help with understanding the socio-economic dynamics of the community.

There are three families in Unequal Childhoods that would have a tough go at sustaining there families in Essex County, New Jersey. Take for instance the Taylor family, a single parent with an annual income of $20,000. According to the “Real Cost of Living In New Jersey” (NJRCL) they need an annual income of $39,000 just to be considered self-sufficient. There is a big disparity between the two, a $19,000 difference. To make things worst they can’t get any federal assistance. Keep in mind the FPL for a family of three was approximately $17,600.

Now let’s look at the two remaining less fortunate families the Brindles and the McAllisters, both receive public assistance. Neither of these families including the Taylor’s have any education beyond high school. According to “Not Enough To Live On”, households with in adequate income, 22% have less than a high school degree and only 36% have a high school degree. According to these reports there are families living in New Jersey that fit the aforementioned profile.

As for the Tallingers , the Williams, and the Marshalls they could live in New Jersey with there socio-economic position. There is only one family that lives in an urban area out of the three, the McAllisters and they have income which is double the self sufficiency standard for New Jersey with an annual income of $100,000.

This information will be useful for the urban educator because if gives him or her a point of reference. Being cognizant of the socio-economic issues within the community where you will be teaching can be a tremendous asset.

Unfortunately there are many problems associated with families who are socio-economically deprived. As an educator in an urban center, it is likely that I will be confronted with the 22% of families with inadequate incomes that only possibly have a high school diploma.

A concerned educator would want to have information that will help him or her develop the disposition needed to confront various issues. For instance, a student who you feel is genuinely interested in their academics becomes disinterested, maybe there are some mitigating factors which need to be implemented. It may require a call to the students home, to speak with the parents to get a gauge about their concerns. Whatever the issue may be having some knowledge about the community can help to resolve various problems.

In reality being an informed educator within the community will serve to help everyone involved, better understand each another. You can’t use the same approach for everyone in the community, especially in an urban city. It is so diverse that various approaches have to be adapted, to have an ameliorative effect.

My concern is for the student’s education and how I can motivate them to strive for excellence. To have an understanding that they can succeed regardless of the obstacles that may confront them. That hard work, persistence, faith and perseverance can supersede any of the negative in which they have no control.

Perspective: Urban Schools: What is Happening to the Urban Public Schools in this Country?

I will begin with an article that I recently read, about an urban school, Cardozo High School, located in northwest Washington, D.C. This school has a rich history which dates back to the early 1930s. At one time this school symbolized the essence of a quality education; currently it has problems of unimaginable proportions. My mother graduated from this school as well as several other relatives in my family. As a young man growing up in D.C., I never heard or read anything negative about it. This school is now plagued with so many disparaging issues that would dwarf any adverse dream I could have about it.

The architecture of this school is spectacular. It is considered a historical landmark. It’s located up on a hill and from this vantage point there is a magnificent view of other landmarks such as the Capital, the Monument, and many other important structures. It was known for its sports, marching bands, and academics. Its very existence and what it stood for made me proud to be a Washingtonian.

It sickens me to see the neglect of this iconic historical structure. Students complain that it is hard to focus on academia because of the neglect and disrepair. Paint peeling from walls and lockers, holes in the gymnasium floor, inoperable bathrooms along with numerous other infrastructure problems which could cost millions to repair

Why was this allowed to happen in the first place? Has it gotten that bad in some urban communities that the people, politicians and policy makers just don’t care anymore? What happened to the dignity, and moral fiber by which this country was built? Should we continue to rely on the very people that we elect, to perpetrate this outrageous neglect? How can students get a quality education when the infrastructure of the building is falling apart around them? It doesn’t take a rocket scientist to figure out what the result of this will be. The students are the ones who will be most affected.

The people of the community need to take a firm stand and confront the policy makers from the top down, and demand action. Registered voters have power and the politicians need your vote. Make it known that your voice will be heard and that you have a vested interest in the schools within your district. This is the only way to salvage our school system, to enable our children to get a quality education to compete in this global diverse economy of the 21^st century and beyond.

Introspective: The Real Cost of Living in 2008: The Self-Sufficiency Standard for New Jersey

The information in this document has enlightened and educated me on several issues that are related to self-sufficiency as it relates to the real cost of living in 2008. It is of no surprise that my professor in a graduate course, “Education in the Inner City”, assigned this as a reading assignment. There are myriad of challenging economic issues that have an impact on education within the inner city. Also, there are inadequacies with how the federal poverty level is measured. The teachers in the urban, suburban and rural schools need to be aware of federal programs that can aid soci-economically challenged families.

This document details some startling information as to what constitutes a family or person, to be designated as economically deprived. It makes a comparative analysis on the local, state and national level. Charts and graphs delineate annual incomes and hourly wages to represent that which is considered sufficient or insufficient (Federal Poverty Level-FPL). There are charts that illustrate the national average of pay for various occupations at different levels, professional and non-professional.

As I began to read and think critically about the information, it became apparent that it is imperative to be knowledgeable about financial issues relative to the cost of living in New Jersey. Some families who need assistance may not be aware of the various programs available to them. People who are struggling to sustain their daily living are often times occupied with mundane issues just to stay above board. They tend to look for answers from professionals such as teachers.

There are arguably many inadequacies with how the FPL is determined, however I think that is for a separate lengthy discussion of its own. For instance, there are antiquated metrics used to make decisions as to who may be eligible for federal assistance. It doesn’t take much intelligence to understand that metrics which were adequate four decades ago surely are not today. Costs associated with housing and childcare varies significantly by state, county, and national levels. These are essential cost incurred by most families, and there has to be some amendments made to account for these disparities.

I will urge any professional educators to acquaint themselves with the information in this document. I feel that it is incumbent upon me to be aware these issues, which enables me to have an understanding about the dynamics of living standards throughout the state. As a teacher in an urban school, it is feasible that I may be confronted with some of these issues and will be in a position to help some families.

Some of the students we teach could conceivably be in a position to enact legislation enabling the revision of current federal standards that will better serve future generations.

Reflections on; Common Miracles: The New American Revolution in Learning

There are many excerpts in this documentary that were thought provoking and evocative. It touched on many issues concerning the potential of the human mind, with the central focus on learning. Too often in the past, children with great potential are left to flounder because of traditional learning strategies. It is clear from some poignant examples in this film that everyone has the ability to learn regardless of there race, gender, color, origin and/or disabilities. We all can learn from each other, which in turn, enrich everyone, by broadening his/her horizons across a vast demographic landscape to better serve society.

It was a lesson in humanity, to watch educators diligently at work, realizing that even people who are born with brain damage at birth can learn. Learning involves discovering everyone’s ability to perform at his best, while exploring strengths to overcome weaknesses. This can be a challenging task; however, it can be the catalyst to more meaningful learning.

There is one excerpt in this film that had a profound effect on me. This was the segment which involved a school whereby the children’s scores didn’t meet the standards of assessment. The school implemented new learning methodologies, supported by research that was both motivating and exciting. As a result it became and accelerated school within three years.

This has compelled me to think about the many children that are left behind because of the institutions’ inability to facilitate the kinds of learning practices depicted in this school. It will be a tragedy to continue to lose children because of these inadequacies.

In my opinion teachers need to continue to educate themselves, to stay informed about updated research related to learning. This will enable them to keep children excited and motivated, which are important ingredients for effective learning.

I think the future teacher should have clear and definitive goals of what he/she wants to accomplish. It should be expected that part of the teachers self fulfillment would be to adopt a strategy of teaching that treat children as equals and not label them. Children tend to work better in such an environment and there is research that supports this.

The traditional methods of teaching should be avoided. The fallacies inherent in some of these methods are intellectually debilitating, unchallenging, and ineffective.

Views about the Pedagogy of Poverty by Martin Haberman

In my view this is an attempt not to define what the pedagogy of poverty means, but to make teachers, and administrator’s aware of the methodologies and ideologies that strangle the system. This article is a scholarly attempt to be forthright about issues that plaque urban schools. Haberman attempts to engage in dialogue about teacher and student, analyzing from both perspectives what works and what doesn’t. He also makes a good argument for what it means to be a successful teacher, who is in control and one who is not.

It is my view that in order to create environments that produce progressive students in today’s society; all constituencies have to be involved. This shall include parents, business people, local politicians and anyone who interacts with the community at large. With this involvement the student will and should feel that there is genuine concern about the quality of their education.

Of course there are inherent problems with the pedagogies in urban schools. However I don’t think that they are insurmountable. It is my belief that in order to have positive results one has to recognize what works and what doesn’t, and we can’t look to place blame. Doing so accomplishes nothing; therefore critically thought resolutions to the problems are more effective.

There is a plethora of ideas that becomes mindful, while reading this article, and I can go on for pages dissecting the dialogue with my personal views. However Habeman is successful in bringing the most mundane issues regarding the pedagogy of poverty to the forefront.