Chapter 11, EDU 216, 2015sp, Foundations of Education, Social issues affecting students and schools, ccc, cdb

1. Social Issues Affecting Students
and Schools – Chapter 11
Ebert, E., & Culyer III, R. (2014). Education: Social Issues Affecting
Students and Schools. In School: An introduction to education. Belmont:
Wadsworth.

2. Course Connection
• Course Description Connection: This course introduces the American
educational system and the teaching profession. Topics include . . .
contemporary educational. . . issues and experiences in public school
classrooms.
• Course Goals Connection: To introduce students to the educational
trends and issues in contemporary public education.
• Student Learning Outcomes Connection: Explain and debate current
issues and trends in public education.

3. Life Gets in the Way
• Read the fictional family history on p. 371 of your text
• Think about the television comedy “Modern Family”, the current
news relating to deaths at the hands of police, especially for African
Americans, the social limelight on LBGT students, or stereotypical
spoiled, privileged students.
• Remember Maslow? Bronfenbrenner? Both of these theorists and
their theories help us understand the many issues in families and
society that impact our students in the classrooms, both good and
bad.

4. The Big Picture
• What happens to students?
• Poverty
• Neglect or abuse
• Homelessness
• Other
• What poor choices do students make?
• Alcohol and drug abuse
• Violence
• Peer groups
• What influences any of the above? How do they impact student
success? What is a teacher’s responsibility in addressing these and
other issues?

5. Do We Get It?
• When looking at statistics, we are looking at the big picture again. Do not
confuse individual stories with the overall generalities from statistics.
• Do not allow your perspective cloud your response to children (or adults
for that matter) in crisis. Too often, I hear teachers make comments that
are not supportive of children who need our help. Examples:
• “She knows better!” – children who have not had models for what we consider
appropriate behaviors honestly do not “know better”, even if we have “told them
and told them”. We must actually show and teach them every step and provide
opportunities to practice these new skills and expectations over and over.
• “Why are you bothering? He comes from such a poor home life, he’ll never do any
better.” - Perhaps you’re right, but I know you’re right if you have no higher
expectations than that. Children who demonstrate resilience have people who
believe in their abilities, not people who give up on them.
• “You would think that kid would work harder to get out of that “awful” (put your
own word here) situation he is in. All he has to do is want it!” – Again, see the first
example.

6. Societal Influences
• Family structure – be careful of reading too much into a child’s family
structure. When children are loved and appropriately supported,
they are more likely to thrive. Children with few limits and
expectations are more likely to have problems. There are, of course,
exceptions to every rule.
• “At-risk” students – Why do some children overcome adversity while
others fall into the same patterns of previous generations? There are
many factors that increase a child’s susceptibility to problems. The
more risk factors in a child’s life, the higher the likelihood that the
child will struggle. There are also resiliency factors that can be
identified. The more resiliency factors a child has, the more likely she
is to overcome “at risk” factors.

7. Societal Influences (cont.)
• Poverty –
• Please read A Framework for Understanding Poverty (1998) by Ruby Payne if
you ever get the chance. This excellent read helps us see another perspective
and realize what we say and do must be changed if we want to help our
students who live with generational poverty.
• Read the “Teacher Testimonial” on pp. 380 and 381 in your text. Her
suggestions support some of the myth-buster suggestions from the earlier
slide. Her positive teacher behaviors encourage resilience building for
students with many strikes against them.

8. Societal Influences (cont.)
• Homelessness – Remember Maslow’s Hierarchy of Needs again? It is very
difficult to concentrate on school and be successful if one’s basic needs are
not being met and/or if a child does not feel safe and secure.
• The McKinney-Vento Act has some very interesting components. Some key ones are
mentioned in your text on p. 381. What do they mean for the schools who will not
let a child enroll if the school has not yet received the paperwork from the child’s
previous school?
• Child Abuse and Neglect -
• “Why don’t they tell someone?” – Remember – this is “normal” to these children.
• Many children are abused when parents do not understand child development
themselves – they may have unrealistic expectations for the ages of their children
• Teachers are mandated reporters in North Carolina

9. Societal Influences (cont.)
• Societal Issues (Adult Issues) in general –
• Polarizing issues have always been part of society and in schools
• Segregation and desegregation; now, it’s separate classes for girls and boys
• Pregnant students in school
• Zero tolerance vs. keeping kids in school
• Supporting all students vs. my child shouldn’t have to be in class with that kid
• You can’t invite that child to your birthday party because she has 2 moms or is the wrong
color or whatever. . .
• Creationism vs. evolution – The Scopes Monkey Trials are still evident in our schools
• Book banning efforts
• Many of these and other examples influence explicit, implicit, null, and extra-
curricula in schools within communities

10. Issues Over Which Students Have More
Control
• Peer pressure and influences impact many student choices
• Substance abuse – How effective are DARE programs?
• Violence –
• Crime in schools and lack of consistency in reporting
• Proactive programming vs. reaction to escalated situations
• Bullying – note the myths and excellent suggestions on pp. 388 – 389
• Teen pregnancy – Think explicit, implicit, and null curriculum and
cultural and religious influences on sex education (or lack of) and
availability (or lack) of contraceptives.

11. Issues Over Which Students Have More
Control
• Teen Suicide –
• Obesity –
• Increased screen time in past 30 years
• Access to unhealthy food choices
• Less time in active play both in school and after school

12. Other Issues
• Extra-curricular activities
• Students participating in extra-curricular activities generally have better
overall school experiences
• Parent pressure and involvement
• Media Influences – includes information provided and sedentary
lifestyle
• Television & magazines
• Movies – DVDs, theaters, etc.
• Internet – includes misinformation, exploitation and victimization, etc.
• Video games

13. Resources
• Ebert, E., & Culyer III, R. (2014). School: An introduction to education.
Belmont: Wadsworth.
• Payne, R. (1998). A framework for understanding poverty (Rev. ed.).
Baytown, Tex.: RFT Pub.