Please enable JavaScript.

Coggle requires JavaScript to display documents.

Findings 8: My Final Map (The Eight Forms of Capital (Spiritual Capital…

- - - - Social capital = Networking
  - - - I think that cultural capital seems interesting and I would like to learn more about what exactly it entails.
- - - - “This form of social capital depends on two elements: trustworthiness of the social environment, which means that obligations will be repaid, and the actual extent of obligations held.” (Coleman, 1988)
  - - - Physical capital seems to be offering abilities and having the ability to do things. For example, plumming and welding etc. Maybe I am interpreting wrong though
  - - - “A given form of social capital that is valuable in facilitating certain actions may be useless or even harmful for others.” (Coleman, 1988)
        
        “Because purposive organizations can be actors ("corporate actors") just as persons can, relations among corporate actors can constitute social capital for them as well (with perhaps the best-known example being the sharing of information that allows price-fixing in an industry).” (Coleman, 1988)
        
        In class, we discussed how social capital could be just as important as monetary capital. Having connections and knowing people can get you far tp reach monetary capital
        
        This is fruitful because I think they're all correlated.
- - - - The Coleman Report
        
        sought answers to two burning questions: 1) How extensive is racial segregation within U.S. schools? 2) How adversely does that segregation affect educational opportunities for black students?
        
        • “I begin with a discussion of the exposure index, as contact between black students and white students was a major focal point of the Coleman Report. As Figure 1a shows, the exposure index rose rapidly between 1968 and 1980, from 22 percent to 36 percent, a change in the extent of racial interaction that has not been matched since. Over that period, the federal government was aggressively promoting school desegregation in the South, and civil rights groups were attempting to extend their efforts to other parts of the United States
        
        o “Between 1968 and 2012, the percentage white of overall student enrollment in public schools dropped from 80 percent to 51 percent. Between 1988 and 2012, when the exposure index slid 9 percentage points (from 36 percent to 27 percent), the white percentage of all public-school enrollment tumbled by 20 percentage points (from 71 percent to 51 percent). As the white population was becoming older, other groups were capturing an ever-larger share of the student population
        
         “African Americans were not replacing whites— their share of the school-age population edged upward by less than 1 percentage point over the entire 44-year time period. Rather, an influx of Hispanic and Asian families transformed the composition of the schools. The result is a declining black‒ white exposure rate: it became increasingly difficult to increase interactions between blacks and whites because there were ever-fewer whites in the schools (Rivkin, p.32, 2016).”
        
        BACKGROUND KNOWLEDGE: In my other class, we discuss oppression and the education system is definitely not equitable for minority students.
        
        This is also the reason for the school to prison pipeline.
        
        In answering the first question, James S. Coleman and his co-authors documented the de facto segregation found in all parts of the United States, including the South, where the Supreme Court had declared de jure segregation unconstitutional in Brown v. Board of Education (1954). Regarding the second question, Coleman reported that families were more important for learning than were school resources, and, further, that school resources varied more by region than they did by a school’s racial composition within any specific region.
        
        Yet Coleman also noted that the composition of a student’s peer group was more important for learning than any other school-related factor, a finding used by the Johnson and Nixon administrations to reinforce their strenuous desegregation efforts in southern states
        
        used the way that races seemed to be separated in to different neighhood to help divide the students
        
        I think this is because of social economic status of the students as well
        
        academic, economic, and social levels were causes of racial segregation in schools and communities after segregation was made illegal
        
        " In 1954, the Supreme Court in Brown v. Board of Education found legally segregated schools to be unconstitutional, but it was not until the legislative and executive branches put the full strength of the federal government behind desegregation efforts, by passing the Civil Rights Act of 1964 and the Voting Rights Act of 1965, that serious progress was made in the South." (Rivkin, 2016. 32)
      - Academic and Social Outcomes
        
        • “Taken as a whole, the evidence on racial composition, desegregation, and resegregation effects suggests that desegregation had a positive but likely uneven effect on academic and social outcomes. It is very likely the case that program effects differ by both programmatic details and context, and consequently variation in findings does not constitute evidence that some studies must be flawed. The absence of an evaluation component from most desegregation programs has both complicated efforts to measure short- and long-term program effects and hindered the development of more effective strategies to improve outcomes and reduce achievement gaps
        
        In my other class, we discussed how sometimes segregation is beneficial for minority students in regards to English Language Learners and standardized testing. If they got a separate test relative to their culture, they might do better on it.
        
        • “Several studies have examined the average effect of either the introduction or the removal of desegregation programs using variation in timing across districts. Jonathan Guryan in 2002 used the desegregation plan data assembled by Welch and Light to study the change in high-school dropout rates between 1970 and 1980, and found that the implementation of desegregation during the 1970s reduced the high-school dropout rate during that period.
    - - Public Policies, Individual Practices, and Racial Segregation
        
        “The Chicago race riots that occurred in 1919 were as much about contestations over space as they were about competition for jobs and the perceived threat Blacks posed as many migrated northward” (Martin & Varner, 2017, pp. 3).
        
        PAST KNOWLEDGE: This reminds me of how in todays world, people think that Mexican people are coming over to "take their jobs." That's why they want to build a wall.
        
        This is whack in my opinion. But look how far we have come from this idea regarding the Blacks. Maybe we will move on from this like we did with that.
        
        There were federal policies designed to limit people of color access to various housing market. As well as many other practices that concentrated large rental markets as "Ghetto" area.
        
        This is systematic racism in my opinion. Purposely making it more difficult for minorities to success equitably.
      - “Segregatory Realism”: Some Working Tenets
        
        “Segregatory realism, a concept we are developing here below, draws in earnest from the same constructs and we might understand these tenets as principles to move the conversation forward” (Martin & Varner, 2017, pp. 7).
      - The Civil Rights Movements: Legacy and Limitations
        
        Unfortunately, Blacks still endured slavery by another name and continued to experience unequal treatment in all areas of life, including with respect to the neighborhoods and schools to which they had access (Blackmon, 2008). (Martin, 4)
        
        Civil Rights Movement – goal of getting legal and constitutional rights within the African American communities around the world, and etc.
        
        “Participants in the movement held up a mirror to the nation and challenged the leadership and citizens to live up to the values professed in some of the nation’s founding documents. Hundreds of thousands of Americans continued the struggle for human dignity and constitutional protections” (Martin & Varner, 2017, pp. 4).
        
        The civil rights movement is considered one other most important movements in the nation because of the impact it had on the lives of others. The people that participated in this movements essentially held a mirror to the nation and showed people how bad their actions truly were.
        
        FRUITFUL: I think that this is something that they should do today. We have tried, but people need to reflect and really think deeper about how they are acting.
        
        These males were clearly judged by the color of their skin and not by the content of their character as King and others hoped; even in death, the character of these unarmed men was questioned and often (mis) represented in such a way as to justify their deaths—even blame them for causing their own deaths—in the court of public opinion and in the eyes of the largely White judiciary (Bouie, 2014). (Martin, 5)
- - - - “Ignorance was the major control instrument of slavery. every master realized that he had to know almost everything, and the slaves had to know almost nothing.” (Erickson,1997)
      - “The few Black children who did attend schools in the North suffered prejudice, harassment, and poor treatment from their teachers. Negro parents objected strongly to segregated schools.” (Erickson,1997)
        
        The greatest impetus to Black education came during and immediately after the Civil War. So many Blacks left the plantations to follow the Union armies that their generals were often overwhelmed. Schools were set up for Blacks of all ages, taught by chaplains and volunteer enlisted men.” (Erickson,1997)
        
        In the article, it also stated that when they followed the Union Army, they were taught some aspects of an education.
        
        “It is said that in Ohio the whites burned Black schools as fast as they could be built.” (Erickson,1997)
        
        DISSATISFIED: I personally am dissatisfied by this statement because it is just plain wrong. White people back then really did not want black people to have an education that bad? That is insane.
        
        “Blacks were sent to distant schools or excluded entirely if this enabled white children to enroll at closer ones. Many a Black grandparent today remembers walking to school and being passed by a school bus carrying white children.” (Erickson,1997)
      - In Black segregated schools, they did not have good resources. For example, teachers, transportation, gymnasiums, and other facilities
        
        But they were offered extra curriciculars
        
        An important one was having Negro history week where they learned about their own history.
    - - After that all Southern states discouraged the education of Blacks. Not until 1965 could most southern Blacks anticipate adequate schooling. Erickson, R. Pg. 206
        
        The few Black children who did attend schools in the North suffered prejudice, harassment, and poor treatment from their teachers. Negro parents objected strongly to segregated schools. Inadequate as the non-segregated schools were likely to be, they were still better than the all-Black institutions. Often local antislavery societies and the miniscule educated and propertied Black caste would team up to pressure the power structure. Erickson, R. Pg. 209
      - Free blacks were just as restricted as slaves were. Neither of them were legally allowed to receive an education.
        
        Even when Blacks were able to attend schools, they still suffered prejudice and discrimination
        
        FRUITFUL: I was discussing an idea I had with my group.I believe that this is why (as discussed in last weeks readings), that black families do not feel as welcome to involve themselves in their children's education It really is based on history.
      - African Americans were valued for their bodies rather than their minds
      - During this period, after another world war had helped to prompt new employment opportunities for African Americans in the larger society and increasing numbers of law suits were filed to challenge the separate but equal doctrine of Plessy, school boards began to respond to long-standing concerns of African American parents.” (Walker, 2000, p. 274)
        
        Blacks were legally not allowed to receive an education. LEGALLY. This is insane.
      - “At the turn of the century, race relations were said to be at a lower ebb than at any time during the 35 years of freedom (Woodward, 1974) and racial conflict was so heightened that the Klan reach its peak membership of (reportedly) five million.” (Walker,2000, pg 258)
        
        “In 1919 during a summer hot with racial tension, 25 race riots occurred, so many so that it would be called the Red Summer.” (Walker,2000, pg 258)
        
        FRUITFUL: I honestly have never heard of this in a history book. This is because out history books are whitewashed.
- - - - "Eugenics exhibitions at state fairs, national events, and museums were staples throughout the interwar period. These exhibits introduced the burgeoning American middle class to the social perils that eugenics promised to ameliorate and to the potential of future progress. Better Baby and Fitter Family contests pointed the way upward (positive eugenics). The need for negative eugenics was bluntly illustrated by dire warnings of race suicide through the dysgenic action of racial poisons such as alcohol, tuberculosis, venereal diseases and feeblemindedness, all leading to racial degeneracy via neo-Lamarckian inheritance of acquired characteristics."
        
        New opinion: I think it is pretty willd that eugenics was associated with education. Looking back, the Nazis used Eugenics.
      - “The exhibit arrived in California, which led all states in eugenic sterilization procedures, in the summer of 1934. The exhibit occupied 3000 square feet in the Pasadena Civic Auditorium and was heralded by newspaper and radio coverage."
        
        They thought that the white race needed to be purified.
        
        other races were undesirable
        
        tried to wipe out minority groups
        
        FRUITFUL: This is literally what the Nazis did so I just do not get how this was remotely Okay.
        
        illnesses and diseases were undesirable
    - - "The most common method of “direct scientific observation” was the study of pedigree charts, as popularized by Davenport, Goddard, and other eugenicists. These charts illustrated the inheritance of feeble mindedness and other social ills in simple Mendelian fashion, and experimentally confirmed the danger of race-mixing, and the threat of “race suicide” with the uncontrolled reproduction of racial undesirables."
        
        "The insiders who formed the AES and its committee on formal education managed to get their own gospels of American eugenics into the classrooms and libraries without being watered down or filtered by intermediates who did not share their religious zeal for the subject."
    - - “The peak of eugenic education for women did not occur until the 1930s when the impacts and social dislocations of the Great Depression fostered a new focus on the family, traditional morality, and gender roles.” (Kohlman, 2012, p. 679)
      - Politics
        
        “Teddy Roosevelt placed the blame for race suicide on white womanhood” (678).
        
        I do not have the much background knowledge on this, but it doesn't seem to make sense, I am DISSATISFIED because I do not know what this even means or the correlation.