Part III: Separate and Unequal

Reading part 3 of School got very conflicted for people of color wanting educational equality. “In 1950, African American students were segregated by law in seventeen states. Mexican Americans attended school an average of 5.6 years. And 72 percent of disabled school-age children were not enrolled (p.133).” Separate schools, activities, athlete teams, cheerleading, etc. Being divided did not change the treatment of inequality people of color are receiving. In public schools, black teachers were not as trained like the white teachers, underfunded, and students had to travel a long distance to get to and from school. Once parents became aware of this, they wanted equal opportunity and equal education for their children. There were many issues that arose due to segregation. Even after the law was approved in the 1950s for desegregated schools, it created more tension between the races. People of color experienced many attacks, lost their jobs, home, and this just emphasized inequality more. Taking a stand for better education and equality meant risking their lives and future daily.

 

Mexican Americans faced non-motivational comments from teachers and counselors in school. Being put down and told that they will not move further with education or amount to anything. The students wanted to learn and read of their history in textbooks. There was little to none information about it when the students read the textbook. The history that’s provided was negative and no role models. How could they feel great about their culture? Students were not happy with the rules and treatment in school, especially when it came to their first language. “We were not allowed to speak Spanish. We would be given an option. Three days suspension, or three licks with a paddle for speaking Spanish (p.151).” Immigrants traveled to America for more opportunities and it became a requirement for them to be Americanized. Yet ridding them of their first language did not advance Mexican Americans or people in general whose first language is not English. Often students are left behind since they’re not able to keep up in school. The purpose of bilingual education was created for this.

 

I’d like to share a time my sister, Elise, was affected by inequality at her internship for social work. It was an unknowing issue between the supervisor (who is white) and Elise. She felt like her work was never good enough. Whenever she’d submit a form it was in the wrong format according to the supervisor. Elise sought help from another intern (also white) and liaisons to get the correct format. The intern that helped her received good feedback on their form but again Elise did not. Another time, the supervisor asked Elise what other work she does out of the internship and the salary. Elise told her she’s a math teacher along with the salary. The supervisor made a face and replied, “that’s too much.” There were days I’d sit listening to my sister cry due to stress and making everything perfect for her supervisor. And building up the courage to face another day of it every morning. She believes and feels that she was not being treated fairly like the other interns. It was devastating to see her like this and I wondered why she didn’t go to another internship. Why continue to put yourself through that? She saw it as a weird challenge and knew what it will do and mean once she finished. What would you have done? 

Part II: As American As Public School

This section continued on with education, segregation, and Americanizing immigrants. Immigrants traveled to America for a better opportunity that may not be provided, affordable, or exist in their country. Although given this opportunity of obtaining an education, immigrants were still limited to everything the Americans are learning. "Yet even as school enrollments multiplied, questions continually arose about what to teach, whether to give the same kind of education to all children and how to allocate educational opportunities among different groups of children (pp.64)." It was a must that immigrants learned how to speak English and hygiene practices. Those who could not speak English or keep up with academic courses were left behind. (Below is a video from the film "West Side Story").

Since the growth of school enrollments was increasing, what to teach became the main concern. The curriculum children were learning in school did not prepare them for jobs. "... and many school districts introduced numerous specialized occupational programs for children who were expected to become industrial and commercial workers, domestic workers, and housewives (pp.66)." Immigrants are usually placed in these classes, it limited those who were capable of more than working in a sweatshop. To determine who will be the fittest for a specific job, tests were created for people to take. Group intelligence tests were used to identify future officers after WWI, I.Q tests for public schools and SAT to enter college which started in 1941. Through all of this, the condition of public schools was atrocious, and many health issues that children suffered from. I used to work in a daycare center and the cleanliness of the classroom was extremely important. After breakfast, lunch, and dinner the staff would have to wipe the tables. Washing and sanitizing our hands back to back. Dress-up costumes, blankets, and stuffed toy animals were in the washer every two or three days. All the toys, building blocks, bathroom, cubbies, literally everything needed to be cleaned daily with bleach and water.

Children suffering from tuberculosis.

Aside from the trial and errors with American public schools, it did bring educational opportunities to many people. "Its greatest success was its ability to expand and absorb millions of children, making elementary and secondary schooling nearly universal and providing educational opportunities to children across the nation (pp.70)." Children and adults learned things that were not taught or practiced within their home. 

Part I: The Common School

Growing up was education a problem for you in any way? Whether it's from obtaining education or teaching it. After reading Part I of School, I learned some interesting things regarding education. Often the content individuals learned in school took away their identity. It was stripping them of their religion, and more. I can see how this could be a problem or concern for a very religious family, although this is what happens when people are being taught things out of their culture and traditions. They're adapting to society, it can be a good or bad influence on the individual. Another issue that people faced with education is not being able to afford it. Referring back to the reading, at one point education was not open to everyone in America. It was prohibited from people of color, segregation was in full effect at this time. A phrase I took from the text, "...education was often hidden and dangerous undertaking (pp.24)." Back then, education, in my opinion, was distributed in a difficult way. From who will receive it, to who should teach it, and what should be taught. During slavery, black people would sneak to read a book. If caught, they were threatened, belittled, and disciplined. Today, people are still struggling to obtain an education. "Only the most privileged had the  means to continue through college or university (pp.22)." Education is continuously changing and expanding for better or for worse. 


Here's a meme I found humor in regarding the education system:

References:

• Streep, M., Tyack, D. B., Bernard, S. C., Mondale, S., & Patton, S. B. (2006). School: The story of American public education. Boston: Beacon Press.
• Debunking Education Memes, Part One. (n.d.). Retrieved from https://www.educationworld.com/teachers/debunking-education-memes-part-one