8. Chp 5 Sudhir tells JT that he is frustrated with Ms. Bailey. Sudhir has to learn to be patient and taught by JT and Ms. Bailey. Why are these important lessons for someone doing ethnographic research to learn and practice? Give and explain several reasons?
Victor M. Rios was born in Mexico. When he was two years old he immigrated with his mother to Oakland, California. He went through a tough childhood and he and his mother moved several times throughout poor neighborhoods such as West Oakland, The Fruitvale District, and Elmhurst. As a result of growing up in this kind of environments he was forced to be part of Latino East Oakland gangs. Stealing cars, selling drugs, getting into street fights and having problems with police was all he would do until he was 15 years old.
It is apparent that I will not be the first to delve into strain theory as my topic theory when discussing Gang Leader for a Day and the entwinement we see between this theory and the world depicted to us by Sudhir Venkatesh. When he began his journey to collect surveys it is obvious from his own perspective he could not perceive how much field research would become available to him due to J.T.; this entrance into a life that he had always literally circled around but did not delve into and how the “American Dream” may not be achievable as it would seem on the outside for every “American”. Within this paper I will address key points that were either noted on by Venkatesh or explained to him from the perspective of the residents of the Robert
Jason Holdsberg Honors Psych 10/11/15 Castelli Gang Leader for a day Plot Summary: The book starts out by explaining some of the background behind the main character and author of the book, Sudhir Venkatesh. Sudhir is a young, indian native, college student who attends the University of Chicago where he studies Sociology. Sudhir lives right outside of campus on the border between the nice apartment complexes in the loop and the slum projects of the south side of Chicago. Sudhir is considered dumb at the beginning of his book for his lack of his own personal safety.
In the chapter, Sante (1991) believed gangs emerged in rapidly growing cities out of the conditions created by multiple waves of immigration and urban overcrowding (1). The book suggest that street gangs emerged from conditions of social disorganization, overwhelming housing, and welfare capacities of the Northwest (2). Government corruptions such as that of the Civil war clause gave rise to gang riots resulting in the deaths of over 15 black men and the disappearance of over 50 more (4). Other explanations given were: marginalization, youth conflict, and defiance (6). Still the book offers more examples like that of racial unity and empowerment, as well as gangs provided lower income tenants protection and financial resources they otherwise
Duran’s intention for this book is to show accurate research on the gang life, and what is different about the research. The difference is that this research includes methodology and theory. This book was written to present to the audience about the actual morals, standards, goals, and reasons of gang life. He also made note that the gang life is not strictly about committing violent and harmful acts. Duran is a strong supporter of the counter-gang paradigm.
Reflective Paper on Gang Leader For A Day When comparing male and female you will notice they are in fact extremely similar. Both genders share a common trait: powerful. However this is not how society always views it. Unfortunately, the reason we have grown to believe that this is not true is unknown.
Geoffrey Gilbert is a professor of economics at Hobart and William Smith Colleges, Geneva, NY and edit a book call, “World Poverty.” In his research he express that poverty affect education because many dropout of school at a young age. He argues that, “... withdrawal of a child from school in order to save costs or, in some cases, put the child to work. Girls can be withdrawn…. because of pregnancy or because their family wants to get them married.”
It is nearly impossible to pinpoint the ultimate causes of poverty. However, I do strongly believe that unequal schooling plays a huge role in furthering this cycle of poverty for generations to come. Having a great education especially from a prestigious school equals to boundless of financial opportunities. The real question now is that who are the majority 's that are able to obtain this great education?
L., & Black, M. M. (2008). The Effect of Poverty on Child Development and Educational Outcomes. Annals Of The New York Academy Of Sciences, 1136243-256. Doi:10.1196/ annals.1425.023
Poverty exists all around us, whether people realize it or not. Those living in poverty encounter problems that one may not understand. Children are born into poverty and are more likely to develop learning disabilities, have less parent-child interactions, and have a lower academic performance compared to those children not living in poverty (Brooks-Gunn, J., & Duncan, G. J, 1997). A major problem that is related to those living in poverty is illiteracy. Adults living in poverty tend to have higher rates of illiteracy compare to those adults not living in poverty.
As claimed by Gardner (1992, p. 83) “Gangs came into existence and flourish because the needs of the young people in a neighbourhood or culture or family are not being met. The Gang, in essence, fills the void.” In today’s society there are a variety of different types of gangs which have affected the society on different ways. Street gangs, according to Klein (as cited in Carlie, 2002) are a “semi structured groups of adolescents and young adults who engage in felonious and criminal behavior.” This kind of Gang is very popular in the United States and is responsible for illegal selling of drugs and also turf wars which have heightened murder rates in many cities and communities.
The prime minister announced“all out war on gangs and gang culture”. The government managed to portray the ‘gang’ problem as new phenomenon. However, academics like Andrew Da-vies have come to known that the gangs have been in an existence for a long time, there are traces from the 18th, 19th and 20th century (Rictor Norton, 2001; Davies, 2013; Price, 2009).
This article seeks to explain that while the differences between these groups of young people are evident, they have different degrees and understanding of pertinent issues in the community such as crime, authority, status, and morality. There is a distinct difference between youths involved in gangs, those that are not. The research is a primary material to explain the possibilities of having youths affiliated with gangs and having these gangs influencing their steps and ideologies. Similarly, the research indicates how students in various institutions can not only be involved with gangs, but they can also have a potential impact on
This paper investigates the relationship between gang-related violence in schools and street gangs. The author came across the conception that gang-related violence that takes place in schools is triggered by the street gang activities and lifestyle that come to pass in the community, which can be formulated in two fashion, in term of gang learners being part of the street gang and conducting part of their activities in the school grounds. While on the other side, the gang learners are forming their own gang groups that are not related to the street gangs but are share the same culture. In other words, the author is trying to disentangle the question of whether the existence of street gang in societies contributes to the incidences if violence
