Art field trip

Unequal childhoods and unequal adulthoods

https://www.youtube.com/watch?v=2xq_iCMgP2Q

It will take about an hour to watch this lecture by Annette Lareau as she follows up her original research (early 2000s) on children in middle class and working class families, with how they did as young adults. I’d noticed in stores how differently some parents talk to their children (who may be in the shopping cart).  Although these days, they may be talking on the phone!  Often I wish they’d just shut up.  My goodness, they talk and talk and talk.  But some don’t.  Low income parents talk much less to their children, and by the time kids get to school there is an enormous gap in vocabulary.  But her research goes a lot deeper—about how middle class families “untie knots,” research ways to do things better, get the better school, or teacher, or activity. They have different social networks, they marry different people, and live in different neighborhoods which have different schools.

It’s worth watching.  But I don’t buy any government solution for this which we’ll hear from the academics.   The common complaint will increasingly be “white privilege,” but Lareau found similar attitudes in black and white families who are in the same socio-economic class. Fathers are more likely to be present in the middle class families; parents have more education; more sibling rivalry in middle class families; more talking; more boredom among middle class kids; and middle class kids stay “younger” longer with fewer responsibilities.  Race was not as big an issue as values and attitudes. Many middle class teaching approaches are the opposite of what works with low income kids. Drilling and memorization work well for them—just not for the teachers. Immigrant parents seem to have stronger academic standards for their children which may be lost by the 3rd generation.

Shouldn’t every student have AVID?

If this is a good program that inspires, motivates and moves ahead children “in the middle,” or who are “under represented minorities” and it shows such remarkable success, why isn’t it standard for all students?

“AVID, Advancement Via Individual Determination, is a global nonprofit organization dedicated to closing the achievement gap by preparing all students for college and other postsecondary opportunities. Established more than 30 years ago with one teacher in one classroom, AVID today impacts more than 800,000 students in 44 states and 16 other countries/territories.”

http://www.avid.org/avid-impact.ashx

AVID:

• Teaches skills and behaviors for academic success
• Provides intensive support with tutorials and strong student/teacher relationships
• Creates a positive peer group for students
• Develops a sense of hope for personal achievement gained through hard work and determination

AVID students complete college entrance requirements at a rate of 2.5  times greater than U.S. students overall.

In her own back yard

Condi Rice was a Professor at Stanford University, a world traveler, a news analyst, an author, but most importantly for her, the daughter of two educators who sacrificed for her education, piano lessons, and her involvement in sports like skating and tennis. So she was shocked to discover when asked to deliver an elementary school graduation address that the ceremony was elaborate because 70% of the children would not finish high school. She was embarrassed that she'd lived in Palo Alto for a decade and knew little about the community.

"In 1991, Peninsula philanthropist Susan Ford and then Stanford University Professor Dr. Condoleezza Rice co-founded the Center for a New Generation, an innovative after-school academic enrichment program. The goal of the program was to increase the high school graduation rate in the Ravenswood City School District by helping middle school students prepare for high school and college. To accomplish this, the program focused on core subjects including Math and Language Arts. Electives such Art and Music were offered to help students express their imagination and creativity. Since the mid-1990s, CNG has been located at the James Flood Magnet School in Menlo Park . 130 students are enrolled in the program at Flood this year.

In 1996 CNG merged with the Boys & Girls Clubs of the Peninsula . Since that time, the program has continued to evolve. In recent years, 100% of graduating eighth graders have been accepted to prestigious private high schools including St. Francis, Sacred Heart, Eastside College Prep or other college matriculation focused programs in the community." Link

In her book (ch. 32) she points out that their efforts were not welcomed by the various nonprofits in East Palo Alto run by resident of the city. They were little more than job programs for the staffs of the organizations, money flowed to them from foundations and corporations, and there was little accountability. Misguided noblesse oblige, she says does little to help kids and is in fact guilt money.