Online Assignment 4/13

1. Review the families in Unequal Childhoods, and see if you can create a chart that reflects the following demographic and cultural information.

See chart. (hard copy only)

2. Turn to the NJRCL report and pay specific attention to the information provided about Essex County, and the concerns, challenges, and recommendations in the report. Review the six families in Unequal Childhoods, and make connections between the NJRCL report and the realities these families might face if they lived in Essex County, NJ.

The annual self-sufficiency wage for a single parent with one or more children in Essex County ranges from $39,299-$61,017. All of the single-parent families, the Taylor’s, Brindle’s, and the McAllister’s, make much less than the annual self-sufficiency wage. The Driver family might get away with living in Essex County, but the politics of the family is sticky because Ms. Driver’s boyfriend is not legally tied to the Driver children. Without his contribution, the family would suffer.

There are only four families that would be able to live comfortably on the annual self-sufficiency wage, the Tallinger’s, Williams’, Marshall’s, and the Handlon’s. The other families would need to cut out expenses such as transportation, extra curricular activities, childcare, and food in order to survive in Essex County. For example, Tyrec Taylor would not have been able to play football, the McAllister family would run out of their food supply more often, and the Brindle’s may not have electricity for a couple days until they could pay their electric bill. The parents are forced to sacrifice certain needs to match the needs most important.

The poor families from Unequal Childhoods would have a fighting chance to survive if they lived in a city in Essex County. Cities, compared to the suburbs, have free transportation, markets and stores within walking distance, and more job opportunities for adults who have little educational background. Unfortunately, cities are a dangerous environment to raise a family. Mrs. Taylor comments that she currently lives in a “ghetto” city with high crime rates. If the Taylor family were to have moved into a city in Essex County, their situation would be sadly worse compared to their current living conditions. The Taylor’s would have to downgrade their house size as well as other expenses that they have in their current location.

3. Look at the two reports from the LSNJ on living in poverty. What further information can you glean from the reports regarding the struggles the poor families in Unequal Childhoods might face if they lived in NJ?

New Jersey is a very expensive state to live in. Compared to the federal poverty level of $17,600 per year, the self-sufficiency wage in Essex County is well above that mark beginning at $39,299. Although this number seems self-sufficient, there would be many currently affordable expenses and activities that the poor families from Unequal Childhoods could not afford if they lived in Essex County. The drastic cut in expenses could drastically altar the children’s learning ability and cognitive development.

If the Brindle family moved to Essex County, for example, Ms. Brindle could not financially support Katie singing and performing talents if she was asked to compete at a higher level. If Katie’s mother cannot financially support Katie’s talents and passions through extra-curricular activities, this may drive Katie to more serious self-destructive behavior. Young Katie is already traveling down a dangerous road considering her family’s current situation, and the more bumps in that road the more challenging it will make Katie’s life. Moving to Essex County followed by the Brindle’s budget cuts might cause Katie to suffer mentally, socially, and cognitively.

Similar to the Brindle’s, the Driver’s would be in a similar situation if they had to live in Essex County. Wendy is currently unusually busy with extra-curricular activities that require her mother to transport Wendy from place to place. If living in Essex County, the Driver’s would have to cut back on travel expenses, therefore taking away most if not all of Wendy’s extra-curricular activities. These activities are most likely helping Wendy with her cognitive development as well as with her learning disability. It would be a shame if Wendy were forced to give up the activities that play a crucial role in her educational development.

4. Turn inward and think about who you are as a budding urban educator. In what ways is this information useful (or not) for you? In terms of better understanding a community? What do you need to learn, or what skills and dispositions (frames of mind) do you need to develop related to demographics and economics to be a successful urban educator?

As a future urban educator Unequal Childhoods, the NJRCL report, and the LSNJ reports have helped me realize that every child comes from a different race, class, and family environment. While it may be difficult to know the full details of a student’s daily life, past, and future, it will be very important that I make a strong attempt to understand and relate to each student’s life so that I can be an affective teacher.

Art is a lively aspect of culture and education. It is important to be open-minded towards my students’ abilities, artworks, and opinions. Individuality and expression will hold a high standard in my art lessons and pedagogy. I believe it is crucial to get to know each student’s interests and culture so that the student can incorporate a large piece of themselves into their artwork.

An instructional method that I could use of the first day of my art classes is an Interest Inventory, which will give me a general idea of who my students are, their interests, likes, dislikes, favorite activities, hobbies, family life, and perspective on education. It is important that I have an understanding of the type of lives my students have outside of the classroom, because it will affect their schoolwork and outlook on life.

Ice Breakers are also a good method to begin to learn about students. These teaching techniques barely scrape the surface of getting to know students. I understand that to be a successful teacher it is important to get to know the community that the school resides including local demographics and self-sufficiency wages. I would also love to meet my students’ parents and families.

I believe it is important that I learn more about what I can do as a teacher to become a more active member in the community and in my students’ lives. What is a practical way of researching this type of information? What have other art teachers done with their local communities in the past? Will I be encouraged or discouraged by the school to take these actions?