1. Get involved in the communities of children in your classroom.
• "Research has shown a decrease in teachers' negative beliefs about immigrant families after having direct contact and experiences with them in their communities" (Halgunseth & Peterson, 2009).• Don't let biases harm partnerships between you and families. It will discourage them from participating (Ferguson et al., 2008; Sanders, 2008).• Hold program meetings in neutral or unthreatening locations in the community. Families feel more comfortable and it's more convenient for them to participate (Halgunseth & Peterson, 2009).• Learn about the challenges homeless students face by visiting homeless shelters and meeting with homeless advocates (Harris, 2012).
2. Adjust parent communication methods to accommodate cultural and linguistic diversity.
• When English is not the first language of a parent or guardian, they have difficulty communicating with teachers on the phone (no verbal cues) or face-to-face.They may prefer to communicate through email or program letters (Chu & Wu, 2012).• You should also translate materials into the native languages of families. If possible, have translators regularly available for
face-to-face or phone communication.• Ask parents’ preferences at the beginning
of the year!• Be sure to provide information to parents, but pay equal attention to listening to
families and gathering their feedback (Halgunseth & Peterson, 2009).
3. Use community and school resources to help your students and their families.
• The families of homeless children and children with disabilities have multidimensional needs, so they need services from multiple supports: intervention service providers, school district homeless liaisons,
school teachers, other school personnel, homeless shelter staff, and advocates (Miller, 2009) (Carbone & Murphy, 2011).• No single faculty member or department can effectively provide homeless
students with all of the support that they need. All school
personnel must work together to create an environment that meets the academic,
social, and emotional
needs of homeless students (Harris, 2012).• Contact community-based organizations that could assist ESL families. Examples include parents of the same ethnic group, ESL teachers working in other schools or institutions, religious groups, and foreign students studying in the United States (Chu & Wu, 2012).• The well-being of parents of children with disabilities is at risk. They tend to have poorer physical and emotional health than parents of typically developing children. Strategies that promote their health and well-being has been shown to positively affect both parents and their children, because of the reciprocal relationship of family members (Carbone & Murphy, 2011).
4. Clearly define the school's and parents' roles.
•
Successful parent-school partnership should consider the importance of equity in the relationship (Summers et al., 2005). Neither member of the partnership is more important than the other.• Respect that parents and guardians are advocates, decision makers, and experts. Also, make sure they know this and provide information that helps them fulfill their role. A parent handbook in their native language would be beneficial.• Show that you expect parents to be involved. When
educators hold low expectations, culturally and linguistically diverse parents feel hesitant and discouraged
to participate in school (Chu & Wu, 2012).
Diversity or multicultural education:
ReplyDelete· cannot be taught directly
· is not a curriculum
· is not a lesson plan
· is not Cinco de Mayo, Black History Month, or Chinese New Year
· is not people dressing up in costumes, wearing headdresses, or eating tortillas
Rather, diveristy or multicultural education is, a continuous approach to working with children, parents, families and colleagues every day (Wardle, 2003a). This means that children in our programs must:
1) learn about their own backgrounds;
2) learn about the backgrounds of people who are different from them;
3) see themselves, their families, and their communities represented throughout the center;
4) continually be exposed to activities, materials, and concrete experiences that destroy stereotypes;
5) learn to enjoy, appreciate, and seek out differences;
6) learn that harassment and intolerance is never acceptable, and
7) discover that there are usually a whole variety of ways to solve a problem, complete a task, or answer a question (Wardle, 2003a).
(Francis Wardle 2008)
I like how you stated specifically "continuous approach" as this is definitely an ongoing process!
Delete...the "culture of poverty" myth—the idea that poor people share more or less monolithic and predictable beliefs, values, and behaviors. For educators to be the best teachers they can be for all students, they need to challenge this myth and reach a deeper understanding of class and poverty.
ReplyDeleteMYTH: Poor parents are uninvolved in their children's leaning, largely because they do not value education.
The Reality: Low-income parents hold the same attitudes about education that wealthy parents do (Compton-Lilly, 2003; Lareau & Horvat, 1999; Leichter, 1978). Low-income parents are less likely to attend school functions or volunteer in their children's classrooms (National Center for Education Statistics, 2005)—not because they care less about education, but because they have less access to school involvement than their wealthier peers. They are more likely to work multiple jobs, to work evenings, to have jobs without paid leave, and to be unable to afford child care and public transportation. It might be said more accurately that schools that fail to take these considerations into account do not value the involvement of poor families as much as they value the involvement of other families.
MYTH: Poor people are linguistically deficient.
The Reality: All people, regardless of the languages and language varieties they speak, use a full continuum of language registers (Bomer, Dworin, May, & Semingson, 2008). What's more, linguists have known for decades that all language varieties are highly structured with complex grammatical rules (Gee, 2004; Hess, 1974; Miller, Cho, & Bracey, 2005). What often are assumed to be deficient varieties of English—Appalachian varieties, perhaps, or what some refer to as Black English Vernacular—are no less sophisticated than so-called "standard English."
(Paul Gorski, April 2008)
What are the current poverty and unemployment rates for Americans:
ReplyDeleteU.S. Census Bureau data shows that the U.S. poverty rate rose to 15.1 percent (46.2 million) in 2010, an increase from 14.3 percent (approximately 43.6 million) in 2009 and the highest level since 1993. In 2008, 13.2 percent (39.8 million) Americans lived in relative poverty.
Where is child poverty concentrated?:
U.S. Census data reveals that from 2009 to 2010, the total number of children under age 18 living in poverty increased to 16.4 million from 15.5 million. Child poverty rose from 20.7 percent in 2009, to 22 percent in 2010, and this is the highest it has ever been since 1993.
Racial and ethnic disparities in poverty rates persist among children. The poverty rate for Black children was 38.2 percent; 32.3 percent for Hispanic children; 17 percent for non-Hispanic White children; and 13 percent for Asian children.
The National Center for Children in Poverty reports that 17.2 million children living in the U.S. have a foreign-born parent, and 4.2 million children of immigrant parents are poor. It is reported that child poverty in immigrant families is more closely related to low-wage work and barriers to valuable work supports.
Poverty and academic achievement:
Poverty has a particularly adverse effect on the academic outcomes of children, especially during early childhood.
Chronic stress associated with living in poverty has been shown to adversely affect children’s concentration and memory which may impact their ability to learn.
(2013 American Psychological Association)
Who are homeless children and youth in America? :
ReplyDeleteThe National Association for Education of Homeless Children and Youth reports that during the 2009-2010 school year, 939,903 homeless children and youth were enrolled in public schools, a 38% increase from the 2006-2007 school year. The data is an underestimate since it does not reflect pre-school age children, toddlers and infants.
Family conflict is the primary cause of their homelessness with 46% having experienced abuse and an estimated 20-40% identifying as lesbian, gay, bisexual, or transgendered (LGBT).
What are the outcomes of homelessness for children and youth?:
Schooling for homeless children is often interrupted and delayed, with homeless children twice as likely to have a learning disability, repeat a grade, or to be suspended from school.
Homelessness and hunger are closely intertwined. Homeless children are twice as likely to experience hunger as their non-homeless peers. Hunger has negative effects on the physical, social, emotional and cognitive development of children.
(2013 American Psychological Association)