Priyal Morjaria

Reflection Questions

Ch.1 and 2

1.Did the statistics in this chapter cause you to revise any of your thinking
about equal opportunity?
As an ethnic minority myself I was shocked to read about the disparity in annual
incomes and employment between different racial groups. Growing up it was always
assumed that we now live in a society that is both fair and excepting. What was even
more shocking was how this affects children and their education. The percentage of
minority children living under the poverty line in a first world country is just too
high. Even with laws set in place to discourage discrimination, incomes for women
and minorities show the disparity that exists in todays workplace.
2.Explain several academic and social factors that influence how teachers
teach?
The way teachers teach is increasingly driven by federal and state initiated
mandates. Teachers often find themselves teaching from textbooks that have some
inclusion of diversity but not enough. Teachers continue to lose interest in creating
new and creative lesson plans as school districts push the importance of test scores
over learning. Even though its assumed that segregation is no longer prevalent,
school zones are divided in ways where some schools have students from certain
racial and socio-economic backgrounds that are middle or upper middle class while
others lack funding and have poverty stricken students.
3.Describe the detrimental instructional practices that some teachers engage
in?
Due to the nature of assessing student success through standardized testing
teachers tend to teach to the test. They focus on teaching only that which is
relevant to the test. This has increasingly negative effects on all students but even
more on minority students. Teachers also often engage in favoritism. This is a
disadvantage for female students, and students of African American or Latino
backgrounds. Students perceived as more capable are challenged more and given
more preference in instruction.
4.How might these practices result in lower achievement or discouragement
of students from school?
One might say that these students are often put in situations where failure seems
like the easiest route. They are in a cycle that sets them up for failure. Poor school
zones have less materials and access to highly credentialed educators. The tests that
are mandated by state and federal governments may marginalize students that are
not strong in English language usage. Without meaningful instruction these
students lose focus, motivation and often disengage from school.

Priyal Morjaria

Reflection Questions

Ch.1 and 2

1.Describe the main idea behind the Human Capital Theory of Education and
Society. What do teachers that subscribe to this theory assume about their
students?
The Human Capital Theory of Education and Society sees education, much like a
house on business, as an investment. Sufficient amount of investment could incur a
certain gain. More education is often seen as the means to higher income. Educators
that follow this theory may assume that the poor remain poor due to the fact that
they havent developed their human capital. They may also assume that a students
failure to do well is solely reliant upon their home environment.
2. How would you describe deficiency orientation and difference orientation?
Deficiency orientation focuses on what one does not have. The focus is on what is
missing or lacking in one. Cultural deficiency in education often relies heavily on
negative or lacking words like culturally deprived or disadvantaged. The difference
is looked upon as a deficiency. Much like cultural deficiency, physiological and
mental deficiency is also grouped in a category where children are seen as lacking.
Educators continue to focus on remediation when it comes to deficiency orientation.
Difference orientation values standards and skills everyone should have, but focuses
on strength rather then deficiencies. Supporters of difference orientation look at
what strengths students have due to their differences and hone in on these to build
strong points and increase achievement. All students are different and strengths
have to be assessed over weaknesses in cultural, mental and gender differences.
3. Compare the positive aspects with the shortcomings of the Teaching the
Exceptional and Culturally Different Approach approach.
Some shortcomings prevalent in Teaching the Exceptional and Culturally different
approach are often surrounded by the notion of deficiency. When we group students
based on what we assume they are lacking, we end up creating an environment that
revolves around what is missing. Students that are culturally different are not well
versed in English, have a visual, physical impairment and those grouped separately
from those viewed as meeting standards. This motivates teachers to continue to
view what they consider weaknesses and remediate those. Standards on tests that
each student is supposed to meet are often also shortcomings because educators
concentrate on those instead of strengthening and building on students individual
abilities.
Even with difference orientation a teacher may perpetuate a positive stereotype
instead of trying to see beyond the cultural stereotype. Many see this approach as
one that tries to push all students into a mold and to assimilate. This often
perpetuates a cycle of discrimination. The approach does have its positive factors.
The differences orientation even with its limitations still looks at a students
difference in terms of its strengths. The approach tries to use strengths to increase

Priyal Morjaria

Reflection Questions

Ch.1 and 2

achievement. Supporters of this approach also recognize that some level of skill set
is needed to work in society.
4. If you were assigned to give an impromptu talk to your class about parents
involvement what three points would you make?
1. I would make sure that my students understood that they were all bright and
capable of achievement in more ways then one. Their achievement is
influenced daily by the parental figures in their lives.
2. I would encourage students to share their successes within the classroom at
home and also share with parents where they struggle a little.
3. I would include my students in a discussion on how to make parents more
comfortable during school visits or to brainstorm creative ways to included
parents in events held at school or outside of school.