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Strong Developmental Alliance

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Prompt # 2: For many students, discrimination and unfair treatment due to their social location can cause difficulty to an individual’s developmental process and outcome in school. A developmental alliance is a teacher, counselor, volunteer or anyone who can provide support for the student. Characteristics of a strong developmental alliance include, (1) using the scaffolding approach to support the student’s learning, (2) providing a safe classroom/after-school setting for the students to foster the development of each individual, (3) serving the students rather than attempting to fix, and (4) assisting the youth find and develop their interests. A strong developmental alliance should use scaffolding in the classroom or the after-school …show more content…

According to Eccles and Gootman (2002), providing a safe space for the students is essential for positive development (p. 89). If students do not feel safe in the classroom, they are more likely to foster feelings of fear and insecurity (Eccles and Gootman, 2002, p. 90). When the developmental alliance creates a supportive relationship and a positive classroom environment, the student is able to grow and connect with the youth. This relationship can help translate to greater success in school because of the support of the developmental alliance and the classroom (Connected Learning: Inspiring Mentors and …show more content…

According to Nasir (2008), education, culture and race are directly related. Gonzales (2011) discusses the impact of legal status and responsibilities for undocumented individuals. It is important to acknowledge these student’s differences and backgrounds, but the after-school program can be a place where all individuals are treated with respect and dignity regardless of their personal backgrounds. Students cannot be discriminated against based on their culture, race or immigration status in a valuable after-school program because they are all human beings and deserve to be treated like any other individual. All students should be given the same rights. After school program time should be divided into academic work and fun/social time. It is important to use scaffolding in the after school programs because it bridges current practices to more advance practices of any topic of interest (Reiser and Tabak 2014, p. 46). It is important for students to express themselves, but it is also important to provide school support. School support outside of the classroom can lead to better understanding in the classroom. Depending on the student’s background and home lives, this may be the only academic support they receive outside of the

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After reading Miguel and Valencia’s “From the treaty of Guadalupe Hidalgo to Hopwood,” I was shocked to find how Mexican Americans were treated in American students. I was expect poor treatment from our discussions in class as well as other readings, but after reading what the authors reported, including schools failing to address learning issues and pushing kids instead into economic mobility, I am deeply troubled I was not made aware of this sooner. Along with segregation on race basis, I would argue the struggles of Mexican American students was the greatest struggle for education equality in the 20th century, though the struggles gone through by other minorities surely should be discounted or overlooked. I found the role of religious institutions

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Although Lau v. Nichols had a positive impact on the education of non-English-speaking students, the Supreme Court stopped short of making revisions that would force school district to reexamine the school board’s illegal practices. The Supreme Court didn’t give the SFUSD a clear directive regarding provisions of specific programs that would satisfy Section 601 of the Civil Rights Act of 1964. This shortcoming keeps the debate alive as to whether or not appropriate programs for non-English-speaking students have been implemented correctly throughout the Unites States. Discussions are still prevalent in school districts, state legislatures, and

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677 Words | 3 Pages

Furthermore, residential segregation and lack of resources contribute to the youth in unrepresented communities, to attend neglected schools and without a high-quality education, they are left with slim opportunities. As Latinos/as continue to endure the consequences of public policies and policymakers that place them on the bottom of their priorities, Latino/a groups will continue to battle against each other in competition over limited resources and

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1033 Words | 5 Pages

Ideally schools would provide equal education and opportunities for all children, but in reality racism, sexism, classism, and other forms of discrimination still exist, albeit more hidden, in our schools today. Rather than stressing academic enrichment, the elementary schools that Chicanas/os attend to focus on academic remediation and a deceleration of the curriculum. The primary curriculum itself generally excludes or minimizes Chicana/o experiences, while also reinforcing

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1458 Words | 6 Pages

Segregation of Mexican Americans from the dominant Anglo race has been around for many years. Since the Treaty of Guadalupe Hidalgo Mexican Americans have been treated like a second-class race facing racism and segregation. As a result, segregation in the education system affected Mexican American children. An increasing number of Mexican Americans across California led to an increase of Mexican children enrolling in schools. Author David James Gonzales (2017), explores the degrading school facilities Mexican students were assigned to.

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858 Words | 4 Pages

In the book Chicano Students and the Courts, the author Richard R. Valencia provides a very detailed overlook of the education litigation that the Mexican American students and community went through for education. They fought for education equality and desegregation in schools throughout the country from K-12 and in higher education facilities. The separation of Mexican Americans from their white colleagues around 1848; this started the mistreatment and discrimination of students of Mexican decent. The objective that the author would like to demonstrate is the effort that the Latino community, parents and students, endured for equal opportunities in the educational system. The number of desegregation lawsuits that were created by Mexican

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1518 Words | 7 Pages

“One of my really close friends is not a United States citizen and is here attending school. I feel worried for her that she has to attend school in such a hostile environment.” Texas A&M University needs to get better at being real and acknowledging that racism exists on campus said Alejandra Luna, a Hispanic political science major. “I didn't know that being a minority meant your life was gonna be complicated,” said Luna. I didn't know we were constantly gonna be looked at as the standard for every minority.”

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Furthermore, another question someone may ask is, “What makes Latinos different from African American students that also live in poor districts with little resources”? First of all, it is important to recognize that it is true that African American students also live in impoverished communities and attend lowly funded schools. However, the difference is that there is a language barrier that disadvantages both parents and students. When students are enrolled into school, the first question school officials ask is “What is the child’s first spoken language”? This question automatically categorizes that student.

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319 Words | 2 Pages

During the 1920s, the Chicano movement faced many political challenges. One of the many problems was many teachers didn 't put in effort to teach Chicanos. In addition, schools had student’s graduate high schools without even being ready for college. One example of the political challenges the Chicano movement suffers is discussed in the History of a Barrio by Richard Romo the author asserts; “the Los Angeles School District maintained separate schools for Mexicans on the premise that Mexicans had special needs” [Romo 139]. In other words, this demonstrates that school districts separated Chicanos from normal classes because they had trouble learning.

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1093 Words | 5 Pages

or she saw with one or two low-income student. As a future counselor, a statement in such matter showed that this person should not be a teacher. That teacher prefers to not integrate his or her school. Looking at this article through a counselor lens, I believe it is our duties to advocate for all students no matter their SES or ethnic background. There is clearly more work in advocating for students in working class school, but there are students that still needs our help in the upper class school.

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1395 Words | 6 Pages

Hilliard suggests that “African American children need to learn languages and content other than that which they may have learned up until now” (Delpit, L., & Dowdy, K., 2002, p.91). This means that educators need to reevaluate teaching practice and the assessment process to fit the needs and promotes African American children’s culture experiences. Provide learning materials that compare their culture with other ethnicity and cultures. According to Darling (2010) “Both segregation of schools and inequality in funding has increased in many states over the past two decades, leaving a growing share of African-American and Hispanic students in highly segregated apartheid schools that lack qualified teachers;

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500 Words | 2 Pages

TDA 3.1 – Outcomes 1,2 and 3 Outcome 1) Understand the principles of developing positive relationships with children, young people and adults 1.1 Explain why effective communication is important in developing positive relationships with children, young people and adults Effective communication is very important when developing positive relationships with children, young people and adults as it plays a large part in helping to create positive relationships and by communicating effectively it means we can pass on information in a clear concise way. There are many ways we communicate with each other, speech is not the only way. There are many ways which help build a positive relationship across the ages such as, facial expressions, gestures,

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1745 Words | 7 Pages

After school, from 3 to 6 p.m, is a critical period of time in a child’s life. After school programs help keep kids safe and inspire them to learn during that period of time. After school programs are organized programs that youth can participate in outside of a traditional school day. Enrolling children in after school programs would provide them with benefits that unenrolled children would not receive, such as reduce risky behavior and promote physical health. After school programs provide a safe environment for children, while positively impacting their academics, safety, and their future.

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1390 Words | 6 Pages

thesis: 1) proper education can inspire a positive attitude to racism 2) education helps racial students to move from intolerance to acceptance and understanding of cultural difference 3) education provides cognitive skills, which increases people’s captivity people’s capacity to detect prejudice and to reject it. Is Education the Best Inversion Against Racism? The ex Prime minister of Britain Tony Blair has always insisted the importance of education in preventing racism. According to Tony Blair some people are born to be bad, you can’t stop people from being bad (Blair, T. Education backs Lessons Against racism 1999.) proper education can help get rid of prejudice and changes in the national curriculum of the British educative system whereby

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1690 Words | 7 Pages

Not only do they have to worry about the stressors that typical students face, but they also have fears about accessing support and resources in order for them to succeed. In order for students to feel comfortable

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