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RESEARCH REPORT #2: SOCIAL CLASS

Name: Ashley Dawson


EDFD 460
Prof. Joel J. Traver (adapted from Dr. Nicholas Wysocki)
Date: Feb 23, 2017

Points of Analysis:
Main Points of the Eric Jensen article & Name of Outside Scholar: Virginia H
applied to your clinical experience or Burney and Tracy L Cross
past experiences working with youth. Title of Work(s): Impoverished Students
(Note: Utilize the phrase For example with Academic Promise in Rural Settings:
early and often!) 10 Lessons from Project Aspire
APA citation: Burney, V. H., & Cross, T. L.
(2006). Impoverished students with
academic promise in rural settings: 10
lessons from project aspire. Gifted Child
Today, 29(2), 14-21.

Outline three main points from the article:


Main Point 1: In the article, it mentioned
poor families are exposed to lower nutrient Main Point 1:
foods, which affects them in the womb and Lesson 5: Rural high-ability students may
in life. An example I can relate to this lack foundation for success in advanced
would be a story my mom told me. She is a courses (Burney and Cross 2006). Project
4k assistant teacher and had a child in her Aspire schools found that students do not
class who came from a very low-income want to take advanced classes because of
family. They had to use food stamps, but all of the outside work that they need to
barely had food in their house at all even complete outside of school. A lot of them
with this resource. This girl had a problem have jobs to help provide for them and
where she could not speak and wanted to their families, so there really is no time or
put everything in sight in her mouth. She extra stress for it. The authors stated that
probably put everything in her mouth the counselors at these schools need to give
because she was constantly hungry. Im not better advice to these students so they can
sure why she was not able to speak, but succeed academically in higher level
maybe it was related to this. This girl also courses.
would get more energy after lunch (which
the school gave her even though 4k Main Point 2:
students do not eat lunch at school). As a Lesson8:Ruralhighabilitystudents
teacher, I would do what the school did in fromlowincomefamiliesfrequently
this case, and make sure that my students requiresupporttohelpovercomeproblems
were fed and ready to learn. ofinadequateselfefficacy,low
selfesteem,andselfconcept(Burneyand
Main Point 2: Cross2006).ProjectAspirecounselors
Another interesting thing I learned in this noticedthatthesestudentshadverylow
article was that low socioeconomic selfesteem,whichleadstoahighabilityto
conditions relate to children having a lower failattoughcoursework.Howstudents
vocabulary. An example of this would be viewthemselveshasadirectimpacton
from my mentorship I did my senior year howtheyperformacademically.Schools
of high school. There was one girl who needtodevelopachallengingcurriculum
came from a lower-income family, and she beforehighschoolsotheyareusedtoit
was constantly asking me what words andprepared,whichwillhelphighertheir
meant on her worksheets, when other selfesteem.
students would already know. As a teacher,
I would make sure my students knew the Main Point 3:
vocab before I gave them a worksheet, and Lesson10:Developingapersonal
try and broaden their vocab by having word
relationshipwithstudentsofpovertyisof
of the days.
keyimportance(BurneyandCross2006).
Thiswasthemostimportantthingthat
Main Point 3:
Another interesting thing I learned would ProjectAspirelearned.Usuallypoverty
be that students seem unmotivated due to a studentshavelessresourcestosucceed,but
lack of hope in low socioeconomic positiverelationshipsareamustwhenit
homes. An example I have of this would be comestotheireducation.Themost
from my high school. You could kind of importantfactorinthisrelationshipmust
point out the students who came from low- betrust.
income families based off of how they
presented themselves. In classes, they
would argue with the teacher, or say
something is useless to their life, or just not
complete something because they did not
care. As a teacher, I would make sure each
of my students knew they had a place in the
world and that they are needed and wanted,
so they have motivation to complete tasks.

Main Point 4:
Another interesting fact I read would be
that caregivers who are stressed about
health care, housing, and food are less
likely to offer positive comments to their
children. I can use the example to relate to
this based off of my clinical. I am there
when the parents come in to pick up their
kids, and I can just tell which ones are well
off, and which ones are stressed about their
day. For example, one parent always comes
in and is so excited to see his kids. He
helps them put on their coats, asks them
about their day, and is genuinely happy to
see them. An opposite example of this
would be a dad who comes in and doesnt
really want anything to do with his kid. He
just tells him to hurry up and never asks
how his day was. The kids of the dad who
is happy to his kids, are so smart and happy
all of the time. The kid of the dad who is
less positive, is always grumpy every
week. As a teacher, I would make sure my
students are equally given positive
comments at school so they have a good
day at school, despite their home life.

Main Point 5:
Another fact I learned from this article
would be that distressed kids are either
angry with you, or want to be left alone. I
can find an example of this based off of a
kid at my clinical. I always ask if he needs
help on homework or wants someone to
play games with him, and he always wants
to be left alone. I kind of just give him his
independence since that is what he is
probably used to at home, because I do not
want to start a fight with him.

Main Point 6:
The last interesting fact I read about would
be that children who are not familiar with
words, do not want to read. I do not have a
reading example of this, but I do have a
math example of it. In my mentorship
senior year of high school, I worked with a
student one-on-one in math, and she would
give up so quickly if she did not understand
something. She would just shut down and
refuse help, but if she had math help at
home rather than school, I am sure she
would not give up as easily. As a teacher, I
would let my students get after school help
if they needed it so they did not get behind.