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Chapter Fifteen

Chapter Fifteen. The Cultural Contexts of Children and Youth. (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e. Family nurturing, socialization, cultural learning Local community peer groups, community values Wider culture

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Chapter Fifteen

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  1. Chapter Fifteen The Cultural Contexts of Children and Youth (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

  2. Family nurturing, socialization, cultural learning Local community peer groups, community values Wider culture language and values of society; goods and services “Youth culture” national and international influences music, values, clothing The student’s multiple cultural contexts (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

  3. Descriptive demographic information Interpretive making sense of youth culture through study Reciprocal learning about kids, from kids mutual respect and desire to communicate Three perspectives on youth culture (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

  4. The hope of college matriculation and compensation of family fear of dropping out and menial jobs expectations of taking care of parents The limits of family knowledge no “procedural knowledge” Schools’ limited influence on students’ future concepts too much freedom, not enough structure A Low-Income Latino Community as One Cultural Context (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

  5. Teachers automatically have the skills to work effectively with families and community. Parent-teacher interaction is the same at all grade levels. Parent-teacher interaction is the same at all schools and all communities. Teachers are secure enough that working with parents is not threatening. Family structures don’t change for children. Parent-teacher relationships are shaped by rational, objective adult behavior and have nothing to do with the child’s relationship to either adult. Myths about parent-teacher relationships (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

  6. Definitions can differ among parents: it might be getting a child to school on time ready for the day; it might be serving on governing councils Definitions can differ between teacher and parent: what is “appropriate” involvement? Who decides? What is parental involvement? (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

  7. Parenting Volunteering Learning at home Communicating Decision making Collaborating with community Epstein’s typology of involvement (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

  8. Differing expectations of involvement Lack of teacher training Time Cultural and class barriers Psychological impediments The “disconnect from democracy” What else? Barriers to Effective Relationships (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

  9. No one single set of strategies Make room for positive interactions Ask for parents’ help and expertise Cultural curiosity and awareness Teachers as learners about children and families Knowledge, skills, and dispositions of effective teachers (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

  10. Teachers who want to understand students must understand the multiple contexts that influence students. Youth culture—peers and shared values Community—impacts students’ perceptions of themselves Family—students’ first and most enduring teachers Concluding Remarks (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

  11. consumerism family culture versus school culture parents in school decision making parent volunteering students’ expectations versus fears students’ future aspirations students’ hopes versus expectations teacher-parent collaboration varieties of parent involvement youth culture youth markets Developing Your Professional Vocabulary (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

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