10/8 Article Blog Posting

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Obverservation:

In ““So When It Comes Out, They Aren’t That Surprised That It Is There”: Using Critical Race Theory as a Tool of Analysis of Race and Racism in Education” I believe the main point of the article is racism in the education system and how the Critical Race Theory affects it.

Relevance:

I believe this is relevant to me because I am in the education group.

Argument:

The argument the article is making is that racism is very much active in the education system, it proves this with research and data.

Works Cited:

DeCuir, Jessica T., and Adrienne D. Dixson. “‘So When It Comes Out, They Aren’t That Surprised That It Is There’: Using Critical Race Theory as a Tool of Analysis of Race and Racism in Education.” Educational Researcher, vol. 33, no. 5, June 2004, pp. 26–31, doi:10.3102/0013189X033005026.

Infographic Blog Posting

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  1. What sorts of argumentative claims might you make given the information you have and perhaps other information that you know is available?
    1. Arguments I would make is that black students are disproportionately punished at a higher rate in the school systems than students of other races, despite being minorities in their schools.
  2. How might you support these claims?
    1. I would support our claims with the results from studies done in the research articles.
  3. What target audience might you address?
    1. Target audiences I would address would be schools employees and school systems who could help remove this gap.

Reading Reflection #4: Group Topic Article

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  1. The article I read was “Race Matters…And So Does Gender”
  2. The article discussed differences in discipline in both race and gender for children, highlighting the differences in each experiences.
  3. Quotes: I think the quotes are important because they highlight disparities in race and gender
    1. “Figure 4 more clearly portrays the magnitude of the disparities in representation for Black, Asian, and White male students.4 As shown, Black males’ representation among the disciplined male population was, on average, 2.65 times larger than their representation among all male students. Alternatively, White and Asian male students were only 0.25 and 0.65 times as represented among disciplined boys as they were among enrolled boys, respectively”
    2. “A similar trend persisted among female students. For instance, Black girls averaged 16.4% of the total female population, but 51.7% of the disciplined female population (Figure 5). Moreover, Asian and White girls, like their male peers, averaged ratios of representation among disciplined versus enrolled female populations far lower than any other racial group – 0.15 and 0.54, respectively.”
  4. Additional Articles:
    1. https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_gale_infotracacademiconefile_A241657516
    2. https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_crossref_primary_10_1177_0042085917690204
  5. Citations

Price, Joshua. “The Effect of Instructor Race and Gender on Student Persistence in STEM Fields.” Economics of Education Review, vol. 29, no. 6, Elsevier BV, 2010, pp. 901–10, doi:10.1016/j.econedurev.2010.07.009.

Hines-Datiri, Dorothy, and Dorinda J. Carter Andrews. “The Effects of Zero Tolerance Policies on Black Girls: Using Critical Race Feminism and Figured Worlds to Examine School Discipline.” Urban Education (Beverly Hills, Calif.), vol. 55, no. 10, SAGE Publications, Dec. 2020, pp. 1419–40, doi:10.1177/0042085917690204.

Wright, Robin. “Race Matters…And So Does Gender” June 2016

 

Reaction Essay 1 – Trade Journal

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The trade journal I have chosen is “Coming Out, Coming Home: Interview of Michael C. LaSala, PhD”. I have chosen this article as coming out is something I relate to and recently went through.

Works Cited:

Martin, Julie M. L. “Coming Out, Coming Home: Interview of Michael C. LaSala, PhD.” The Family Journal, vol. 24, no. 3, July 2016, pp. 304–311, doi:10.1177/1066480716648681.

Your Blog Reading Journal: Reading and Reflecting on Your Sources

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Observation:

In “Miles to go: the continuing quest for gender equity in the classroom” the authors Shannon Andrus, Charlotte Jacobs and Peter Karloff’s main points include how to overcome obstacles of stereotyping, biasses and other forms of harassment that they experience in education (Andrus, Shannon, et al.).

Relevance: 

This adds to a perspective I already know as being a female in the education system, and reflects on experiences I have experienced myself.

Argument:

To support the articles argument it uses research and data done in other studies. The strengths include the supporting experiences and data the article includes.

Works Cited:

Andrus, Shannon, et al. “Miles to Go: The Continuing Quest for Gender Equity in the Classroom.” Phi Delta Kappan, vol. 100, no. 2, Oct. 2018, pp. 46–50, doi:10.1177/0031721718803570.

Reading Reflection #3: Issues, Conclusions, and Reasons

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 ARQ chapter 2, “What Are the Issue and the Conclusion?,”:

  1. In order to figure out how reliable a person’s reasoning is, you must first be able to identify the issue they are presenting. What are the two primary types of issues discussed in the book? How can you tell the difference between these two types of issues?
    • The two primary types of issues are descriptive issues and perspective issues. Descriptive Issues are often found in magazines and television, and reflect on questions about patterns or how the world works. This differs from perspective issues as perspective issues are questions that deal with morals and ethical questions, and can often be controversial.
  2. You must also be able to identify the conclusion that the person is presenting. What are some questions you can ask yourself to try to determine the author’s conclusion? Describe the clues to can help you locate the conclusion.
    • Questions you can ask include “what is the writer or speaker trying to prove?” or “What is the communicators main point?”. Clues that can be used include: ask what the issue is, look for indicator words, look in likely locations, remember what a conclusion is not, check the context of the communication and the author’s background.

ARQ chapter 3, “What Are the Reasons?,”:

  1. How does the book define an argument? What are the necessary components of an argument? What are some characteristics of an argument?
    • “the combination of the reason and the conclusions”. Necessary components of an argument include the reasons and evidence to fuel the conclusion and a clear and concise conclusion. Characteristics include the intent and quality.
  2. What is the main question to ask yourself when you’re trying to find an author’s reasons that support a particular conclusion? What are some indicator words (words that suggest a reason) to look for?
    • “Why does the writer or speaker believe that”. Indicator words include; why, therefore and should.

“How ‘Intellectual Humility’ Can Make You a Better Person.”:

  1. Identify (a) the overall issue discussed, (b) the author’s conclusion, and (c) the author’s reasons that explain why we should believe the conclusion.
    • (A) Why we need intellectual humility and how it can help us. (B) The conclusion is that intellectual humility is more about listening over talking, and can help us become more empathetic and productive in conversation. (C) we should believe this because it can benefit us in our lives.

Reading Journal: Reading and Reflecting on Your Sources PDF document

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Observation:

In “CONQUERING IMPOSTOR SYNDROME: LESSONS FROM FEMALE AND MINORITY BUSINESS LEADERS” by Joyce Roché she make a point to ensure us that we can over come impostor syndrome.

Relevance:

I think the article is relevant to today as it includes issues of social anxiety that many people face and suffer from.

Argument:

I think this article also works with my subject as it deals with issues of minorities and women in business.

Works Cited:

Roche, Joyce. “CONQUERING IMPOSTOR SYNDROME: LESSONS FROM FEMALE AND MINORITY BUSINESS LEADERS”. Hesselbein & Company, 2014. https://library.pcw.gov.ph/sites/default/files/Roch–2014-Leader_to_Leader.pdf

Essay 1: Narrative about an Experience Concerning Social Justice – INFORMAL WRITING

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  • why you’ve picked this topic
  • what you hope to learn about yourself and your experience by writing about it and what you hope others will learn from reading your essay

The topic I picked is education but I am still looking at two options for what the essay in itself will look like. I am considering either the work conditions of teachers, and inequality of school systems throughout the united states, or what its like to be an LGBT student. These relate to me as my mom is an elementary special education teacher and I am LGBT.

I hope to learn more about myself and how these topics affected me as well as how it affected others. I also hope people learn about the experiences of teachers in the U.S. or the experiences of LGBT students.

 

Reading Reflection #2: Implicit Bias and Race

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Trouble in Mind: To Be Black Is Blue in America

  1. I felt sorry for him, and mad that he had to be faced with prejudices and racism. As a white person I don’t have such similar experiences, but I know of people in my high school who were often openly racist.
  2. I think that he means that even if you act as though it doesn’t bother you, or try to ignore it, it is still a problem that affects you. Even if you are not openly and actively mad, there is still a part of you that is uneasy or unwell because of the microaggressions and discrimination.

Microaggressions in the Classroom

  1. As mentioned before I knew people in my high school who were openly racist. Despite attending a predominantly white school there were a couple of people of color in my grade. There was one boy that people would ask if he had his papers, or joke that they would call Trump to deport him. He’d either laugh it off or not really respond to it. It was not addressed by the teacher at the time. I’ve had other teachers though that would call out students if there were incidents of racism or microaggression. Personally, it made me mad, what right do you have to treat someone like that?
  2. I think its very important for students to feel a sense of belonging in the classroom and in universities. No one wants to be in a place they feel that cant belong, its uncomfortable and can make learning harder. Feeling like an outsider can mean that its harder to create relationships and implement a lack of motivation in school work.

Do Conversations of Race Belong in the Classroom?

  1. My high school was not extremely diverse. My friend group was fairly active in human rights, and often had discussions about politics at the lunch table (more than I’d like to admit actually). Often it was just comments about issues of racism that surfaced during the Trump presidency, and how we thought it was wrong. I do think that white people have white privilege, and know that I will not experience the issues that people of color go through.
  2. It needs to be a conversation in schools. If we can not educate ourselves and be aware of race and racial issues, we will continue to live blindly and unsympathetically. If we are able to teach children from a young age to be thoughtfully aware of race and racial issues, they will be able to better navigate a world in which the number of people of color is growing.

Reading Reflection #1: Critical Thinking

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ARQ Chapter 1 response:

Some values or characteristics of a person who is a critical thinker can include; a good listener, someone who is able to see both sides of an argument, and someone who can see beyond the scope of their own opinions and values.  I think that being a good listen can apply to the themes suggested in our classroom agreement.

Strong sense and weak sense  critical thinking differ in how much effort is put into the critical thinking being done, making strong sense more difficult than weak sense. In weak sense you are simply taking in everything said, and not truly digesting anything. In strong sense you are sorting through the information and getting a better understanding of it, even questioning it, making it harder than weak sense.

In this class an argument is simply a conversation in which people share different views and opinions. This argument differs from an argument with parents or friends as they are usually conflict related and emotion based, not relying on facts as we would in an in class argument.

I think that it is so difficult to find the “right answer” to many questions about human behavior and society because there are so many different aspects of behavior and society. Different situations and factors, can change the ‘answer’ for every person and society. The answer for one persons behavior or explanation for a society can be different for another.

Why Questioning?

I relate to this chapter in that as i got older, i stopped asking questions. Mostly because, as mentioned in the chapter, asking questions made me feel inferior or dumb. While asking questions has allowed me to become more informed, and made difficult tasks easier, it also means sometimes i have to step outside my comfort zone and speak up.

I think children stop asking questions because adults can often become frustrated, either with the constant questions or their own lack of answers. I think people like Bezos or Jobs keep questioning because they’ve found a way to ask questions that will lead them to where they need to go, a door opening another door rather than a concrete explanation with no room for further discussion.

As a college student asking questions can only further my education and my understanding of topics and conversations. Questions in my future profession and work environment can allow me to reach ideas and conversations not otherwise discussed, as well as developing relationships with those around me.