I thought that Kimmel's paper was particularly interesting this week. The idea that there are "rules" to being a man is something that comes up often. It was funny that Kimmel lists the ideas that others have had. While some of these rules are unwritten and, in a way, can't be put into words, some are written. "No Sissy Stuff!" is one example of the rules of being a man, but there are other rules as well. In the end, things come down to the homophobia that Kimmel describes.
I run the Gay Straight Alliance at my school and was talking to two students about their ideas about gay people. They immediately asked me if I was gay and then began to argue with one another. "Well he runs this club... but I don't think he is gay. He has two earrings, but if he had one then he would definitely be gay." The other student agreed and added "Yeah you don't dress or walk gay". I find this particularly interesting that they have such rigid definitions and rules about what makes someone gay or straight. While I agree that oftentimes there are very clear (for most people) signs, there are also many gay people who, like me, do not "follow the rules".
When it comes to students, it can be very difficult dealing with these rules. For many young people the idea that something they do might betray the secret that they are trying to hide is terrifying. This comes out in various ways, including homophobia. As David Leverenz states, "Homophobia is the fear that other men will unmask us, emasculate us, reveal to us and the world that we do not measure up, that we are not real men". Needless to say, this makes high school especially difficult and scary for some students.
Just as people come from different countries and backgrounds, have different skin colors, and speak different languages, there is no set gender role that people must follow. It is just another spectrum along which everyone falls.
Sunday, February 26, 2012
Sunday, February 12, 2012
Model Minority
In this weeks reading, the focus was on "Asian" students. I have that in quotes there so as to save time and not have to explain all the different identities within the reading.
The beginning chapters were particularly enlightening. The Asian friends that I have are Korean. They identify as Korean but also identify as Asian. I found the idea of Korean superiority funny in a way. It brought to mind a comment that my best friend made one day. I was telling a story and I said "You definitely know who I'm talking about. She's very short, Asian..." My friend then asked if she was Korean and quickly explained that you can tell if someone is Korean because "They are clean. If they aren't clean then they are some other kind of Asian." While this is totally un-PC, this is something that I am used to. My friend and I fall into all kinds of "minority" groups and don't tend to be oversensitive. We both share the belief that if you can't laugh at the stupidity of others and their uses and beliefs in stereotypes, what's the point. She would regularly walk down the street and upon seeing a dog say loudly (enough for the owner to hear) "Yum, dinner!"
I realize, of course, that this is a very different situation than most high schoolers find themselves in. I have very few Asian students. Last year of my 120 students, only one was Asian. This year, I have two Asian students, both Cambodian. I try not to expect more from them than everyone else and I think that I have succeeded. I am, however, guilty of praising their good behavior. Not on the basis that they are well behaved because they are Asian. I have many Latino / Hispanic students who are well behaved as well. I think that it is crucial NOT to pigeonhole students into stereotypes. Yes, both students are certainly quiet and well behaved. I even described one of them as a "gem" to another teacher, but I am unsure of how much that has to do with race / ethnicity.
Just as with every reading, I tried to connect this reading to my experiences and the experiences of my students. While Asians are portrayed as "model minorities" who do well because their families value education, Latinos are viewed as a problem minority whose parents don't value education. This is a sentiment that I have heard echoed countless times by teachers and administration. For me, that is a fall back excuse. According to the research cited in both books, immigrants in general value education. Just as their are academically minded students, their are low achieving students. These categories don't depend on race.
To wrap up, I find that the common thread that has tied the readings together is that success in schools has less to do with race and more to do with what generation of "Americans" students are. This idea keeps popping up in the readings. It doesn't seem, though, that there is a key to guide us. While Latino / Hispanic parents don't want their children to become Americanized, Asian parents, particularly Korean parents, do. In the end, this reading has left me with a lot to think about, but no immediate answers.
The beginning chapters were particularly enlightening. The Asian friends that I have are Korean. They identify as Korean but also identify as Asian. I found the idea of Korean superiority funny in a way. It brought to mind a comment that my best friend made one day. I was telling a story and I said "You definitely know who I'm talking about. She's very short, Asian..." My friend then asked if she was Korean and quickly explained that you can tell if someone is Korean because "They are clean. If they aren't clean then they are some other kind of Asian." While this is totally un-PC, this is something that I am used to. My friend and I fall into all kinds of "minority" groups and don't tend to be oversensitive. We both share the belief that if you can't laugh at the stupidity of others and their uses and beliefs in stereotypes, what's the point. She would regularly walk down the street and upon seeing a dog say loudly (enough for the owner to hear) "Yum, dinner!"
I realize, of course, that this is a very different situation than most high schoolers find themselves in. I have very few Asian students. Last year of my 120 students, only one was Asian. This year, I have two Asian students, both Cambodian. I try not to expect more from them than everyone else and I think that I have succeeded. I am, however, guilty of praising their good behavior. Not on the basis that they are well behaved because they are Asian. I have many Latino / Hispanic students who are well behaved as well. I think that it is crucial NOT to pigeonhole students into stereotypes. Yes, both students are certainly quiet and well behaved. I even described one of them as a "gem" to another teacher, but I am unsure of how much that has to do with race / ethnicity.
Just as with every reading, I tried to connect this reading to my experiences and the experiences of my students. While Asians are portrayed as "model minorities" who do well because their families value education, Latinos are viewed as a problem minority whose parents don't value education. This is a sentiment that I have heard echoed countless times by teachers and administration. For me, that is a fall back excuse. According to the research cited in both books, immigrants in general value education. Just as their are academically minded students, their are low achieving students. These categories don't depend on race.
To wrap up, I find that the common thread that has tied the readings together is that success in schools has less to do with race and more to do with what generation of "Americans" students are. This idea keeps popping up in the readings. It doesn't seem, though, that there is a key to guide us. While Latino / Hispanic parents don't want their children to become Americanized, Asian parents, particularly Korean parents, do. In the end, this reading has left me with a lot to think about, but no immediate answers.
Sunday, February 5, 2012
Children of Immigration
First, let me say that while a lot of the information in this book consists of facts that I am familiar with, there were some things that were really eye-opening.
I guess I never really considered the fact that not all of my students simply came here for a better life. Some of them may have fled their home countries or been forced out for various reasons. It's not so much that I didn't think this was possible for anyone, it's just that I don't know enough about the Dominican Republic and Puerto Rico. I immediately remembered a conversation that I had in December with a student who was saying "I lived in the capitol, Santo Domingo. A lot of times we were hungry and even when we ate, we were still hungry. There was a lot of crime and it just wasn't a nice place". This was something that I had anticipated. Students often come here with their families in search of something better, but that still doesn't factor in the trauma that they may have suffered before their big move.
Another piece of the book that really struck me was the idea that parents and children often switch roles once they settle in the United States. It was honestly something that I had never considered, even knowing the dynamics of many immigrant families. My best friend does everything for her mother. She helps run the family store, pays all of the bills, makes any important phone calls, and has really had to become super independent. It's just a connection that, until now, I didn't make with my students. They too might be in these situations. In fact, many like are in the same situation. I have many students whose parents "don't speak English". Whether that is to say limited English or zero English, I don't know.
Finally, the idea of leaving violence just to be thrust into a new world of violence really hit home. This year in particular there have been a lot of murders and violence related deaths that have affected my students. It's heartbreaking, but an unfortunate reality for many of my students who have been forced to settle into Lawrence. It is something that I never had to experience and something that I find shocking, but these students find it commonplace.
All in all, this book was an interesting read, but it was a tough one. I had to keep stopping to think. Knowing all of this information and knowing that most children of immigrants come here wanting to do well, how can I as a teacher ensure that they continue down that path? I don't want to see students come in with dreams that are later pushed aside so that they can "fit in". I try to convey my hope to them that, if they want to go to Harvard or they want to do something great, that they shouldn't let anything stand in their way. This book certainly sets the tone for understanding the situation, but it leaves a lot of questions about how to help.
I guess I never really considered the fact that not all of my students simply came here for a better life. Some of them may have fled their home countries or been forced out for various reasons. It's not so much that I didn't think this was possible for anyone, it's just that I don't know enough about the Dominican Republic and Puerto Rico. I immediately remembered a conversation that I had in December with a student who was saying "I lived in the capitol, Santo Domingo. A lot of times we were hungry and even when we ate, we were still hungry. There was a lot of crime and it just wasn't a nice place". This was something that I had anticipated. Students often come here with their families in search of something better, but that still doesn't factor in the trauma that they may have suffered before their big move.
Another piece of the book that really struck me was the idea that parents and children often switch roles once they settle in the United States. It was honestly something that I had never considered, even knowing the dynamics of many immigrant families. My best friend does everything for her mother. She helps run the family store, pays all of the bills, makes any important phone calls, and has really had to become super independent. It's just a connection that, until now, I didn't make with my students. They too might be in these situations. In fact, many like are in the same situation. I have many students whose parents "don't speak English". Whether that is to say limited English or zero English, I don't know.
Finally, the idea of leaving violence just to be thrust into a new world of violence really hit home. This year in particular there have been a lot of murders and violence related deaths that have affected my students. It's heartbreaking, but an unfortunate reality for many of my students who have been forced to settle into Lawrence. It is something that I never had to experience and something that I find shocking, but these students find it commonplace.
All in all, this book was an interesting read, but it was a tough one. I had to keep stopping to think. Knowing all of this information and knowing that most children of immigrants come here wanting to do well, how can I as a teacher ensure that they continue down that path? I don't want to see students come in with dreams that are later pushed aside so that they can "fit in". I try to convey my hope to them that, if they want to go to Harvard or they want to do something great, that they shouldn't let anything stand in their way. This book certainly sets the tone for understanding the situation, but it leaves a lot of questions about how to help.
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