Saturday, April 16, 2016

"Empowering Education" by Ira Shor

Empowering Education
By: Ira Shor


This article truly showed how to teach in a classroom and how to include all of your students. If they are able to participate and connect it to what they already know, they will be engaged and not resist anything that the teacher does.

On page 13, Shor says that "students who come to class with their own dreams and agendas, sometimes cooperating with and sometimes resisting the intentions of the school and the teacher". So Shor is saying the the reason some children go to school is to follow their dreams but then on page 15, he says that schools "teach students what kind of people to be and what kind of society to build". So what is is??? Are they going to follow their dreams only to be turned down and have to do what the school tells them is right for them? I think Shor is contradicting himself there....

Page 28 gave a good example on how to run a class so as to involve the students and not have resistance.
"...students could participate more, answer their peer's questions as best as they could, practice thinking out loud, and display what they already knew-all this before I provided nay academic response. They syllabus was built upward from student responses instead of downward from my comments...making a democratic curriculum is a way to authorize students as co-developers of their education...which in turn will reduce their resistance."

Teachers need to "embrace education without fear of boredom or of a cultural invasion" (54) and have their students use what they know and their cultural background to help them understand and let their peers learn more about them as well.

"Few students will learn academic material if it is lectured at them in a manner designed simply to transfer information...subject matter is best introduced as problems related to student experience" (54).
Then why do we still have lecture classes in college and in other schools? We are literally just told information to remember for a test and then it is forgotten. We need to be able to participate and relate it to other things so students can remember it and use it in the future and not just forget about after they write it down to be graded.

Point to Share:

This was a great reading to wrap up the semester with because you can connect it to a lot of the other readings we had, like Delpit and Johnson. Also was a great reading on how to structure your classroom and lesson plans.

I also thought Shor was a woman until I googled the name and realized he was a 70 year old man...because most of our readings were from a female's perspective.

Saturday, April 9, 2016

Citizenship in School: Reconceptualizing Down Syndrome

Citizenship in School: Reconceptualizing Down Syndrome
By: Christopher Kliewer


"I have Down syndrome, but I am not handicapped." (93)

Down Syndrome: genetic disorder where there is an extra chromosome 21; causes developmental delays as well as intellectual delays.

This article was a hard read. The personal stories definitely helped me understand it better. I don't know how else to organize this post so I am just going to go by page and type what they made me think of.

"Community acceptance requires opportunity for individual participation in the group, but opportunity cannot exist outside of community acceptance." (75)
 I believe that every person, no matter who you are or what you have, should have an accepting community that helps them strive in whatever they do. If there is no accepting community, then that person cannot strive and will just go deeper into a hole and not believe in themselves.

The story on page 78 about Anne reminded me about a young guy in my high school, let's call him Bob. At my high school, we have a Special Ed. room. It is located in a huge classroom where the art hallway and music hallway meet. There are many teachers in the room for the maybe 7 students that stay in that room all day. Bob stayed in that room for all of his high school education. In fact, he stayed in that room and learned until he aged out of the system at 21 years old. My high school also had a Playschool Program where kids from the community could come in and be taught and we would be certified in the Rhode Island teaching standards. Bob loved kids and his aid thought it would be great if he could come in the room and hang out with the children while we taught. He was in the room each day the children were there for all 3 years I was in the program. When he spoke to us, we could only catch a few words. His aid understood everything he was saying since she was with him for many years. The children also completely understood what he said to them and always wanted him in the room. Each day, the "teaching" group of students would set aside time for Bob to talk to the students and basically teach them, too. Bob and the students loved that time and were so involved. Sadly, Bob turned 21 and had to leave and the children were so sad because they knew he wouldn't be coming to teach them anymore. Those days were just so important to Bob and he loved them and I wish they would let the other students in the Special Ed. room be more involved with the school and community rather than just staying in that one room all day and go to art or music at their designated time.

"No child...[is] inherently an intellectual burden to a classroom; in fact,...each student...[contributes] a unique and potentially valuable dimension to the web of relationships that formed a school community." (83)
The children should be able to interact with students who are not disabled and learn just like how non-disabled students learn. Some may need an aid or extra time, but accommodations should be made so they can learn and strive. Some students at my high school had disabilities and had an aid with them in certain classes and had extra time on some assignments and they did perfectly well interacting and learning with other students. Just like on page 92, when integrated into a "normal" school, the disabled student did completely fine and actually improved on her gross and fine motor skills.

The spoon and block test for Isaac on page 84 just aggravated me. He did EXACTLY what the psychologist told him to do, which was sort the spoons from the blocks, and Isaac did it but in his own way (licked the spoons). He sorted the spoons and the blocks but not the way the psychologist wanted him to so he was not given credit...but there were no spoons with the blocks and no blocks with the spoons....crazy lady.

Lastly, on page 86, John moved to Mendocino, California and considered it his "safe space." That relates to August and how the LGBT community needs a safe space. Disabled people need safe spaces too....everyone should have a safe space.

Points/Questions to share:

Just a thought/ this where Oakes' tracking should come into affect? Should we not categorize by disability and say "No you have Down Syndrome, you aren't smart, you belong in a special ed room" but instead say "Oh even though you have down syndrome, you are in the 70-80 range and belong with other students in that range even though they don't have down syndrome".....I don't know, it's just a thought...

Saturday, April 2, 2016

Map the Authors

Here is the link to my "Map the Authors".

It's basically just all my notes and ideas from FNED class time and from my time at my SL classroom. There might be some sentences that are basically the same because I did not know how to word it but I will figure that out for the Pecha Kucha.

Saturday, March 26, 2016

Social Justice Event: The Vagina Monologues

The Vagina Monologues
Thursday, February 11, 2016

To say the least, this event was awkward. I took my friend who went to it last year for her social justice event and she filled me in on everything. I went on a Thursday night and it was held in the Student Union Ballroom at RIC. All proceeds went to the Sojourner House, which is a domestic violence agency. There were 19 monologues, plus an introduction. All of these monologues definitely touched a nerve...some you were able to laugh at, some actually included you yelling out and being a part of it, some were just so awkward that everyone laughed, and others were like 
oh my god
I can't believe those things happen
wow yeah I agree, that is true.
This was an eye-opening experience because you got to see these students from RIC perform with such emotion and also hear a few of their stories at the end. In the pamphlet, there were short biographies of each individual who participated at the RIC event. I read through them before the show and again after the show and was able to put faces to the name and description and was like
WOW I would have never guessed that happened to this person!
It shows you don't know what happens behind closed doors and you need to be able to talk about these things and open up and voice your opinion and that will help others do just that. I would recommend that everyone go see this at least once in their lifetime. If not, then just google "The Vagina Monologues" and watch a few videos. Here are a few links to monologues:

Connection to articles read in class:

1. This event relates to our class discussion of SCWAAMP (Straight, Christian, White, American, Able-bodied, Male, Property Owner). Male-ness was definitely not a factor because this was an event about women and to help end domestic violence. There were no men on stage but there were some transgender people. This shows Straight-ness because definitely not everyone was straight. White-ness was also shown because not everyone was white and that domestic violence can happen to anyone, no matter the color of their skin and also because every female has a vagina, also no matter to the color of their skin.

2. Gerri August's article, Safe Spaces, relates to The Vagina Monologues because it shows how people of the LGBT community should feel safe no matter where they go and that people should be educated about it and not fear it or bully the people. A few of the actors were transgender in this event but you could tell by the way they performed that they were comfortable in their own skin. They wanted to share their story to help others out. That takes a lot of confidence because you never know how people will respond to that. I am glad that they were able to share their own personal stories with us and trust us because there is no reason anyone should be afraid to "come out".

3. The last article that The Vagina Monologues relates to is Allan Johnson's Privilege, Power, and Difference. People in the LGBT community should not be bullied. People should stand up and say the words, like Johnson says. People need to know they are safe no matter their orientation. Not standing up for someone is pretending that there is no elephant in the room. The more you talk about the issue, the more comfortable people will feel and the less the LGBT community will feel like an outcast. Being LGBT is a change in this world because people are being more open about it. The more it is talked about and understood, the less problems people will have and will be more accepting.

Literacy with an Attitude by: Patrick Finn

Literacy with an Attitude
By: Patrick Finn


I loved the way this article was set up. Patrick Finn writes about how children from different classes receive and use their education. He says that if the working-class "get empowering education you get literacy with a attitude....The fear was that literacy would make the rabble aware of the injustice they suffered, and they would attempt to overthrow the ruling class violently and take its place" (xi). The working-class deserve the same education as everyone else. They are working hard to make a living and pay their bills. It is not entirely their fault that their children got stuck in a school where teachers just have them copy their notes and not really teach them anything. They cannot afford to move to another town where the teachers come from the middle-class and actually teach and give the students possibilities and learn the way they want to.

There are definitely some exceptions in schools where the teachers are actually teaching and want the best from their students, such as how Finn taught at the Carol Jason Banks Upper Grade Center in Chicago. Finn knew he had to keep his students engaged and it showed how well he did that. The assistant principal would purposely slow down near Finn's classroom to show visitors how well he could control his class and help the students get the education they deserved.

This was really eye-opening because I did not expect the differences to be that dramatic between working-class, middle-class, affluent professional, and executive elite schools. It is all based on what your parents or family makes. It is all based on careers and income. I do not think that is right. Your family's past should not determine what type of school category you have to go to. I believe that there should not be a working-class school category because all students should be receiving the same education from teachers willing to teach it no matter what the circumstances. Schooling should be the same for everyone.

Points to share:

My high school was in the middle-class school category...but I would say it is headed towards the affluent professional school category. It has bits and pieces from each category. Students should be willing to learn what they can before getting a job because it will help them in life. Each student should want to succeed and do and be the best they can.

There were definitely a lot of connections to previous readings we had, such as Kozol (who Finn mentioned in his first chapter), Kristof (Finn mentions "land of opportunity" at the end of chapter 2), Delpit (rules and codes of power), and McIntosh (white privilege).

Saturday, March 19, 2016

Brown v. Board of Education

Brown v. Board of Education
Website, listening, NY Times


Studies have shown that it is not the race of the students that is significant, but rather the improved all-around environment of schools with better teachers, fewer classroom disruptions, pupils who are more engaged academically, parents who are more involved, and so on. The poorer students benefit from the more affluent environment. “It’s a much more effective way of closing the achievement gap,” said Mr. Kahlenberg.
-"Separate and Unequal" by Bob Herbert

Herbert is saying that it is the resources and environment in the classroom/school that helps the children learn. It has nothing to do with the color of their skin. I believe that anyone can benefit from a "more affluent environment", not just poor students...It can help anyone in any school.

The achievements of the modern black freedom struggle, which followed the victory in the Brown decision, have reverberated throughout society and provide a model for social change. They have given inspiration and encouragement to other Americans fighting for equal rights and access to opportunities regardless of race, ethnicity, religion, age, sexual orientation, or disabilities.
-"Equality for All" from website

The Brown v. Board of Education decision has basically lit a match under all of the other issues we face in America. Equality for all is a huge thing that everyone wants, no matter their gender, race, religion, age, sexual orientation, etc. It would make for a much peaceful place to live. Over 50 years later, and to this day we are still dealing with these issues that should not have become issues in the first place.

And I would go to schools. And they would just always be trying these new things that actually sounded like they might work. They would do things like, we'll put a great magnet program here. Or we are going to really focus on literacy. We're going to start an early college high school, in which kids would earn college credit in high school. We're going to improve teacher quality. We're going to replace the principal, or do more testing. They're always talking, really, about the same things. I mean, you could take these conversations, and go from district to district to district, and you will always hear the same things.

Schools are always creating new things each and every year for students to improve. I know my school kept on changing the graduation requirements and adding new EEP classes which are college credits. All schools are changing and updating to accommodate their students and to "be the best" district.

You mean fixing segregated schools versus integrating schools.

Versus integrating schools. Because integrating schools, the very conceit of integrating schools is that you have to pay attention to race. And you have to acknowledge that you have a problem with racism. And it's more comfortable to say that it's not an issue about racism. It's just an issue about high poverty schools that need help and need more money and need more resources.

It's just resources, not race. 


Integrating schools is because of race, because everyone deserves an equal education. People do not want to admit that integrating is because of race, they want to say that it is to help the school get more resources and help for funding to make it a better school.


I still cannot believe...but yet I can...that these problems are still ongoing. People and school districts are using bandaids instead of actually doing something for a change. There needs to be equality everywhere for everyone.

Saturday, March 12, 2016

In the Service of What? by Kahne and Westheimer

In the Service of What? The Politics of Service Learning
By: Joseph Kahne and Joel Westheimer


I think that the beginning of this reading describes what we should be doing/getting out of our service learning at the elementary schools. Our service learning can help
"improve the community and invigorate the classroom, providing rich educational experiences for students at all levels of schooling...[we] aim to respond to the needs of the community while furthering the academic goals of students."
By doing this service learning, we are able to
"promote students' self-esteem,...develop higher-order thinking skills,...make use of multiple abilities, and...provide authentic learning experiences."
Most service learning is for the students to help their community and to give back. They are able to learn more about themselves, their community, and other social concerns. Service learning is a great opportunity for students...well basically for everyone, not just students.
"Unfortunately, in many service activities, students view those they serve as clients rather than as a resource"
Service learning should be done in order to help and give back to the students' community or school. Students should use this as a learning experience to better understand what is going on around them.

There are many different definitions and requirements for service learning, it all depends on your state and school district. Personally, I had to do at least 30 hours of community service in order to graduate. 30 hours over a span of 4 years, which is about 7.5 hours a year. Students in my school went crazy saying that is too much time...I don't have time to do that...I work and have homework and other responsibilities...etc. You have 4 years to complete 30 hours. We were told at orientation in 8th grade that by the time we graduated, we would need 30 hours. It is not a big deal at all. You are giving back and helping out...30 hours is the least you can do. I would love to see them placed in an Atlanta school or Maryland school district where they have to do 75 hours in order to graduate.

Service learning benefits everyone. There are no cons or negatives that come out of it. The time helps you better understand what goes on around you. You get to see what other people go through and help them and your community.

There is absolutely no need to complain about giving some of your time to help others.


I am curious as to who needed community service/service learning in order to graduate from high school...and how much of it. I always thought it was mandatory for everyone to do hours. I personally had to complete 30 hours and have the supervisor or person in charge sign...there was no reflection or essay or questions, just a signature. What did everyone else have to do???

Saturday, February 27, 2016

Safe Spaces by August

Safe Spaces
By: Gerri August

Extended Comments

For this post I am using Nicole's post on this article for commenting.

Nicole's first quote: "Tucked inside several books (not all from the same bookseller) were handwritten messages directing her to bible verses, once that have been interpreted as condemnation of homosexuality. Kimberly was stunned and bit shaken. She worried that she was wrong to share these LGBT friendly resources with youth. Aimed at a teacher who wanted LGBT youth to see themselves represented in literature in her classroom, these anti-gay sentiments packed a powerful punch"  (pg. 91)

This is sad. The person did not even know Kimberly and yet they wrote Bible verses saying it is wrong to be LGBT. She was trying to improve the curriculum and her community by adding more resources about LGBT. I agree with Nicole, the person who did this should be ashamed for judging and writing Bible verses in the books. That is not right. This can relate to McIntosh because you do not know what it is like to be bullied or made fun of or outcasted if you are not straight. Everyone has their own opinions...but hopefully, and soon, everyone will be accepting and make everywhere a safe place for LGBT people and everyone else.

Nicole's second quote: "Classrooms lay foundation for an inclusive and safe society: a just community where common interest and individual differences coexist. To the extent that teachers, school administrators, and college professors create an atmosphere in which difference is not only tolerated but expected, explored, and embraced..." (pg. 83).

I completely agree with your conclusion for this quote. Children should be taught about this at a young age so they understand it. It is very important for everyone to understand what LGBT is. There is no need to bully someone from this "community". The more they know about this, the less likely they will be to bully or make fun of or leave out. People will be more open to admitting if they are lesbian, gay, bisexual, or transgender if they know that people around them are more understanding and accepting and will help them through this experience. The last thing they need is to feel alone. People will help. Schools and communities need to help and teach that there is nothing wrong with being LGBT at a young age so people will know and understand and make the community safer for everyone in the long run.

Nicole's third quote: "We wonder whether the only relevant question here is a child's readiness to learn. Perhaps adults need a Ready-to-Teach initiative"(pg.86).
"I think all children should be taught about LGBT but they can't if they don't have the chance which relies on the teachers abilities to be "Ready-to-Teach" about LGBT."

Media everywhere now has LGBT people on it. Ellen DeGeneres is a lesbian and has her own show. Nothing makes her different just because she is a lesbian. Her show was almost cut when she came out. ABC Family or Freeform has a show called The Fosters which is about a family of adopted children being raised by two moms. There was a lot of controversy about the show because of what it is about. The children know and understand that their family is "different" and accept it because they know their moms love them and do everything they can to help them like any family would. Everyone should be taught about LGBT and they should have the chance to learn, nothing/no one should hold them back from teaching it or learning about it.

Points to share:

I know that my school had a club for people who were LGBT and every now and then they would change the name of it to fit what everyone was. So for a few months it was called FREE, then LGBT club, then LGBTQ club, and so on. I did see some people use the word "gay" quite frequently and not in the right way...they used it to offend someone or something. I wish they would look it up in the dictionary and realize that is not the word they mean and stop using it like how Patrick did on pages 97 and 98 to help stop this.

Saturday, February 20, 2016

Christensen: "Unlearning the Myths That Bind Us"

"Unlearning the Myths That Bind Us"
By: Linda Christensen


Linda Christensen talks about how children are influenced at a young age by fairytales, cartoons, and movies. This continues throughout a person's lifetime though. The media has a HUGE influence on everything a person does.

Starting at a young age, children watch fairytales or read little storybooks (usually by Disney). Cinderella is a common one and Prince Charming becomes the ideal man the little child will want when she grows up. This is known as The Prince Charming Syndrome. The fact that this is a real "disease" is frightening. People will wait for their "Prince Charming" to show up and will miss out on all of the other guys who genuinely care about her but she won't give them a chance because they are not her "Prince Charming". You don't know who your "Prince Charming" is until you get to know the person because he will not fall from the sky and say to you that he is your "Prince Charming". Disney fairytales in general are all hyped up and edited to be all positive and all happily ever after and bad guys lose/good guys win, when actually that is not how the fairytale was written hundreds of years ago.

On a side note, the Grimm and Glitter First Year Seminar here is about fairytales and how they aren't what they seem. You compare Disney's versions of the tales to what they were actually written down as from hundreds of years ago and you can see how made up Disney makes them. It is a very good seminar to take. I highly recommend it.

Toys even like Barbie influence young children. Barbie is supposed to just be a doll that children play with and have shows based on her. But no. Children want to grow up to look like her with the big chest, small waist, and wide hips. Finally, Mattel, the company that makes Barbie, is creating more realistic Barbie figures so "the new body types [can] have the potential to impact both girls and boys' expectations of body image" (USA Today) positively. Barbie Syndrome is a real thing, sadly. It is showing girls that the perfect body has to look like Barbie's and it is also showing guys that in order to have a perfect girl, she has to have the body of Barbie, and that is not right.

Shows how people will do anything to look like Barbie.

Once the Barbie phase is over, or if the person ever gets over it, Victoria's Secret comes into play. Every teenage girl will want to get that perfect body to become and Angel for Victoria's Secret. They have the fashion show every year and girls will watch that and starve themselves so they can look like those women walking on the runway. Even their ads are of half naked women with perfect bodies showing off the perfect bra and panties or PINK clothes to wear because you can be perfect if you wear their clothes. It is truely horrible what people will go through to look like these "perfect" people.

Christensen also says that media insists that what they show is "innocent, that no hidden motives or implications are lurking behind the cheerful faces it generates" (128). Really? Because now the Super Bowl is being scrutinized because of Beyonce's half-time show and her hidden meaning of the outfits the dancers wore and the formation of them. Do you know how many people watch the Super Bowl? About 115 MILLION PEOPLE watch it. People criticized Beyonce and the Super Bowl for having hidden messages during her performance. She is such a popular icon that people will do what she says or follow what she believes just because she is Beyonce.

It is 100 percent true that the "secret education" from media and children's movies, fairytales, etc. impact and influence children and people of all ages.



Body images have changed over the years. It relates to SCWAAMP because most of the women who were idolized were white. "It's Amazing How Much The 'Perfect Body' Has Changed In 100 Years" This link shows who and what body image was idolized and how it has changed drastically over the past 100 years

This is sickening that these are real syndromes. People should love their body the way it is. I hate how the media say that they are innocent and don't influence people. Of course they do! Their ads and commercials and shows are about how to get the perfect body and what the "perfect" life is like and the perfect husband and family. It's sickening to say the least.

Saturday, February 13, 2016

Aria by Richard Rodriguez

By: Richard Rodriguez


1. Lisa Delpit

     Aria relates to what Delpit says at the end of her document about the conversation between the Teacher and Joey. The teacher talks to Joey because she "believes that it is very important to discuss openly and honestly the issues of language diversity". Rodriguez had a difficult time in school, just like Joey, because they both did not speak the "standard" English; Joey spoke "Black English" and Rodriguez spoke mostly Spanish. Rodriguez even says that once he got into school, he "easily noted the difference between classroom language and the language of home". This is a big problem because once a student is used to their "home language", school will become difficult as they try to understand the "classroom language" and see how it differs from what they basically grew up with.

2. SCWAAMP/Johnson

     Aria also relates to our class discussion of SCWAAMP and our reading of Johnson. Rodriguez's document was about how it was difficult in school to understand and participate because he spoke Spanish, not the "classroom language" of English. Rodriguez was not white, so he "automatically" had a hard time because he did not have the same privileges as whites (White-ness). He also went to a school where nuns taught so he had to obey the rules of the church (Christianity). Being a male (Male-ness) did not affect him positively or negatively yet. When Rodriguez learned English for school, he said that "Mother and Father, Ma, Papa, Pa, Dad, Pop...[were] all-American" words and he did not like that (American-ness), he wanted to go back to his language he grew up speaking, his "home language". Rodriguez had to follow all of these rules because he was an American citizen and those are the dominant ideologies.

Points to Share/Questions:

I honestly have never thought of how hard it must be for someone to come to school in America and have to learn English because their "home language" was different. That must be truly difficult to try to understand a completely new language after growing up using and knowing another. I believe we need to be less strict and as long as the students are able to understand tasks in a classroom, they should be able to still use the language they know best to communicate, but obviously write and talk to the teacher and other administrators in English.

Just a side note, we use some Spanish words on the Pre-school side of the day care I work at and the children love it! Off the top of my head, the teachers will say sit down in Spanish and the children will say please, thank you, other greetings, yes, they can count, etc. It keeps the children engaged.

Friday, February 5, 2016

White Privilege

"White Privilege: Unpacking the Invisible Knapsack"
By: Peggy McIntosh


***First of all, Peggy McIntosh needs to re-read what she types before she posts because it was annoying to have to keep on reading the same sentence(s) because of her grammatical and spelling errors. She is very well educated (has a Ph. D.) so there is no reason for these types of errors. Sorry for the bashing, but there is no excuse for it.

       One main point that McIntosh states is that being white is a privilege. She continues by listing 50 things that are in favor of white people. Just like her, "I repeatedly forgot each of the realizations on this list" until I read and understood all of them. White people are unaware of these facts until they are brought up and questioned. A lot of the items on the list occur everyday for white people. Most of them definitely occur in a white person's lifetime. As white people, we are unaware of these everyday occurrences because we were brought up that way. People who are not white, live through the items on the list everyday and are not given the same opportunities all because of their skin color. That is a harsh fact...because of a person's SKIN color, they are denied many things and end up living in fear. Being white, you do not have to fear because you are "privileged". That is wrong. We have "been taught about racism as something that puts others at a disadvantage, but had been taught not to see one of its corollary aspects, white privilege, which puts...[us] at an advantage". At the end of the article, McIntosh says that "obliviousness about white advantage, [is] like obliviousness about male advantage". This statement is true and if it is taking forever to change the "male advantage", then it will take even longer to change the "white advantage". We know this is a problem so we should start trying to solve it.

Questions/Comments/Points to Share:

This problem will not solve itself on its own nor will it get solved quickly. We are still fixing "male-ness" and the fact that women are getting paid less for having the same qualifications and doing the same job as a man. As McIntosh says, "What will we do with such knowledge? As we know from watching men, it is and open question...". The fact that this is getting so out of hand that there is a movement called "Black Lives Matter" is getting too much because they are basically getting targeted because of their skin color.

Saturday, January 30, 2016

U.S.A., Land of Limitations? by Nicholas Kristof

U.S.A., Land of Limitations? by Nicholas Kristof

Princeton economist Alan Krueger states that "parents' income correlate to their adult children's incomes roughly as heights do."
This quote is important to the reading because your parents' heights can determine how tall you will eventually become. Krueger also gives an example saying that parents who are 5'6" are not likely to have a child who grows to be over 6'1". This relates to the adult children's income because if your parents are poor, then there is a slim chance that the child can become rich. Lastly, Krueger states that "'it happens, but not often.'"

"The best metrics of child poverty aren't monetary, but rather how often a child is read to or hugged. Or, conversely, how often a child is beaten, how often the home descends into alcohol-fueled fistfights, whether there is lead poisoning, whether ear infections go untreated. That's a poverty that is far harder to escape."
Kristof is saying that child poverty is not about how much or how little the parent's make, but rather about how the child is treated at home and how issues are solved. It does not matter how much money the family makes, as long as the child is well-taken care of. The environment in which the child lives has to be safe and inviting. There cannot be alcohol related fights or dangerous illnesses lurking around. Children who grow up in homes like the quote says are living in poverty. Children who grow up in homes completely different from what the quote says are not living in poverty.

Money does not necessarily mean poverty.
"'Rich kids make a lot of bad choices,' Professor Reardon notes. 'They just don't come with the same sort of consequences.'"
It does not matter what type of economic background you come from because as kids, we all make mistakes, but the consequences are much different. Of course the more money you have, the lesser consequence you have, especially if the parents are well-known. Families that are not well-off financially tend to have different consequences because they do not have the same benefits. It is completely true that rich children are better off. An example of this in Rhode Island is when Gov. Lincoln Chafee's son, Caleb Chafee, hosted a graduation party that served alcohol and sent one woman to the hospital. Because Caleb is Chafee's son, he only had to do community service and pay a fine. Basically a slap on the wrist for what he did.

Questions/Comments/Points to Share:
You do not need to be categorized by what your family makes or by how you are treated at home. As long as people try, they can be anything they want to be. Just because your parents have fights after they drink does not mean that when you grow up, you will do the same. You can see that it is bad and change it in your life. You are in control of your life and your parents' income should not reflect your future. I do not understand why this is still an issue today.

Tuesday, January 19, 2016

About Me

My family is very important to me. My parents are so supportive of all my decisions and come to all my events.

Honors Night 2015 at my high school.

I am an only child, but my family is huge with all the aunts, uncles, and cousins. We are basically one big crazy, silly, rambunctious, country redneck family split up in 4 states (Florida, South Carolina, Rhode Island, and New Hampshire). We all love country music and the farms and other redneck ways we have...someday I hope to live in South Carolina or Florida to be closer to the rest of my family, plus I just absolutely love the South.

My cousins are like sisters to me...we are all extremely close. This pic is of all the closest cousins from this summer.

Kendra (15), me (18), Taylor (15), Karissa (16), Katerina (18)

I was able to go to Florida this summer, just me and Katerina, for our graduation gift. We are the closest out of everyone. We spent one day paddle boarding 5 very long miles...but it was totally worth it. We are practically inseparable when we are together!

Kat and I when we were probably 5

Kat and I at her college, University of Southern Florida
 I would love to transfer there one day but RIC is definitely the school to be at
for a degree in teaching....

A huge rainstorm ruined our first day at the beach and Kat was freaking out about the first beach day (out of like 10) being ruined. The sunset the next night made up for it though!

Of course after all that summer fun, work started up again. I usually babysit and tutor until I got a job at a day care facility down the road from my house which ended up being perfect. The girls I work with either graduated from RIC or I went to high school with so we are also one big "work family". I work between two rooms, the infant room (newborn to about 10 or 11 months old) and the transitional room (up to 18 months old). There is never a dull moment in those rooms, but I absolutely love working there!