Shifting the Paradigm from Deficit Oriented Schools to Asset Based Models.

 

Three talking points:

1. “When schools focus solely on at-risk behaviors exhibited by students, they tend to work reactively rather than proactivity.” This makes me think of punishments for poor behavior or lower grades. For example, teachers or parents reacting to something undesirable after it occurs rather that supporting and building up the student so they would be less likely to struggle.   

2. The Search Institute’s research revealed that the greater amount of assets leads to less risky behaviors. I found it interesting that there was a list of 40 assets which could be categorized onto internal and external. A few examples of internal assets listed are: reading for pleasure, responsibility, planning and decision making, and self esteem. Some external assets are: family support, safety, adult role models, positive peer influences, and youth programs. I included the link below. 

3. I thought it was sad that research indicated that sixth graders only had 22 of the 40 assets and decreases as they age. It showed the greatest drop around junior high school years. This brought to mind my son’s school experience, He was in the public school system for his entire career. When he first started out, he loved attending. He did very well and was described by his teachers as a model student. Right around fifth and sixth grade, his attitude towards school began to change. He didn’t like going as much and his performance began to decline. He received a wider range of grades and didn’t seem to care about them. He also started complaining about his teachers. When he entered junior high, he continued to struggle with his grades, began joking and clowning around in many of his classes, not completing his work, and did not like many of the teachers. High school was the same. I wonder how different his experience would have been and how it would have impacted his future had he experienced more of an asset building model.          

Argument Statement:

Renkly and Bertolini argue that schools would work much better if they placed less attention on what students were doing wrong and more emphasis on their positive attributes. Providing a supportive learning environment would result in better behavior and improved learning outcomes.  

Connections:

When reading this text, I thought about the previous reading, The Broken Model and how students’ were graded and filtered out based on test scores rather than true learning and understanding of the material. They were labeled and placed into categories based on scores which prevented some of reaching their full potential and success. 

Links:

What is Assets-Based Teaching and How Does It Enable Equity Practices in College Classrooms?

https://www.everylearnereverywhere.org/blog/what-is-assets-based-teaching-and-how-does-it-enable-equity-practices-in-college-classrooms/

Using the lens of the Search Institute’s “40 Developmental Assets” to support student outcomes

https://buildingmomentuminschools.blog/2017/12/11/using-the-lens-of-the-search-institutes-40-developmental-assets-to-support-student-outcomes/

40 Developmental Assets 

https://www.greatkidsallencounty.org/resources-40-developmental-assets

The Broken Model

 Three talking points:

1. “Changing education would lead to changes in other aspects of our society as well.” 

I started thinking about other possible areas system changes would impact. We’ve already seen a reduction in physical text books due to technology. What if classes were conducted online? School uniform, food distributing, bus, and paper supply companies would lose business. Technology companies and internet service providers would benefit.    

2. Previously, I never thought about how our education system began. I found it interesting to learn that the United States implemented the Prussian system and later resulted in our public school system. 

3. The notion that testing is a process of exclusion suggests that in addition to measuring how well a student has learned, they also determine who belongs and who doesn’t.

Connections:

The education system continues with minor changes over time because according to Khan, it is “what we’ve always done”. Relating this to privilege, testing students and rewarding them based on their results gives an unfair advantage to some while others suffer. For example, students who are privileged may have access to tutors, test prep classes, parents at home who are there to help, or other resources that help them get ahead. Those without access to such benefits may get left behind. 

Argument Statement:

Khan argues that the our current education system is outdated and impedes curiosity, imagination,  and creativity. It remains slow to evolve due to traditional beliefs and ideas. Testing is not an accurate indicator of intelligence or understanding. It can deprive some students of reaching their full potential by filtering them out. The system needs to change in order for students to achieve success.     

Links:

History of Public Education in the U.S.

https://www.ebsco.com/research-starters/history/history-public-education-us

U.S. Education Timeline

https://www.future-ed.org/u-s-education-timeline/

Colorblindness Is The New Racism

 Three talking points:

1. “Whites may observe the discriminatory treatment of non-whites and consider only the disadvantages that flow from being non-white without having to consider any of the benefits of appearing to be white.”

2.”Individual concepts of race may differ and cause concern that one’s views may offend others. This fear leads to a tendency to avoid discussing race all together.”

3. “Where did you attend law school?”

Argument Statement:

Armstrong and Wildman argue that being “colorblind” and not acknowledging white privilege does not eliminate racism but can actually make it worse. They recommend practicing “color insight” instead and taking note of your race and the race of others around you rather than ignoring it. Open, honest, respectful discussions will help people better recognize and understand privilege as well as inequality. 

Connections:

Mellody Hobson’s talk on being “color brave” stressed the importance of having uncomfortable conversations with each other about race in order to promote equality. She encouraged people to closely monitor their environment and seek out diverse relationships. She believes that diversity makes everything better. I liked the example she gave of how the small pox vaccine was discovered.  

Links:

https://www.psychologytoday.com/us/blog/culturally-speaking/201112/colorblind-ideology-is-form-racism?msockid=20fb62bb63a86085065a743d629f6141

https://www.numberanalytics.com/blog/understanding-colorblindness-in-racial-contexts

Privilege, Power, and Difference

 Three talking points:

1. “We are not prisoners to some natural order that pits us hopelessly and endlessly against one another. We are prisoners to something, but it's closer to our own making than we realize. And we, therefore, are far from helpless to change it and ourselves.”

2. “ I also don't mean something as minimal as mere tolerance or refraining from overt violence. I mean that you'd think we could treat one another with decency and respect and appreciate if not support the best we have in us. It's what I imagine Rodney King meant by "get along."”

3. "It's like living in a rainy climate and somehow avoiding being rained on yourself. It's still a rainy place to be and getting wet is something most people have to deal with.”

Argument Statement:

In Privilege, Power, and Difference, Allan Johnson argues that society is surrounded by "trouble" due to issues with difference but does not have a complete understanding of what the trouble is. People often refrain from talking about privilege in order to avoid conflict and discomfort. However, being classified as privileged doesn’t necessarily mean that you are an oppressive person.    

Connections:

In reading the text, I was reminded of the yes or no class activity where the female student’s answer was marked wrong for using the feminine form. The teacher didn’t consider that she may have had a girlfriend not a boyfriend.   

https://pmc.ncbi.nlm.nih.gov/articles/PMC9200289/

https://www.ebsco.com/research-starters/political-science/white-privilege-invisible-advantages-and-apparent-disadvantages