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Findings #8 (Revision) (Social Capital (Roland (Experiential Capital…

- - - - “To care for future generations, we need to move beyond finance into living and cultural capital. Of all eight forms, these two have the greatest potential for positive systemic change” (Rolland, 2011, p. 81).
        
        This makes sense because it can be seen through the form of segregation, oppression, and political gains
    - - “When we considered the experiential capital we’d gain by running a course, the social capital gathered by planting forest gardens at a new education center, and the living capital of hundreds of useful plants going into the ground... it became clear that financial remuneration was only one facet of the system.” (Roland 60)
        
        The author begins talking about real life examples of the different forms of capital. It helps the reader begin to move past definitions but be able to make real life connections to them.
    - - “Non-living physical objects form material capital. Raw and processed resources like stone, metal, timber, and fossil fuels are ‘complexed’ with each other to create more sophisticated materials or structures.” (Roland, 2011, p. 58).
    - - “Intellectual capital is best described as a ‘knowledge’ asset. The majority of the current global education system is focused on imparting intellectual capital – whether or not it is the most useful form of capital for creating resilient and thriving communities.” (Roland, 2011, p. 59).
    - - We are most familiar with financial capital: money, currencies, secur- ities and other instruments of the global financial system (58)
        
        “It is our primary tool for exchanging goods and services with other humans. It can be a powerful tool for oppression, or (potentially) liberation” (Rolland, 2011, p. 58).
    - - The most effective way to learn anything comes through a blended gathering of intellectual and experiential capital (Roland, 2011, p. 59).
      - “ We accumulate experiential capital through actually organizing a project in our community, or building a strawbale house, or completing a permaculture design. The most effective way to learn anything comes through a blended gathering of intellectual and experiential capital” (Roland 59)
        
        After reading this readers are able to get a better understanding of what this form of capitalism is. I realized that as intro to education students, we gain human and experimental capitalism frequently. By going into schools, observing, and or helping, we gain this form of capitalism. They are experiences that we can work with others to gain knowledge and actually get better at.
    - - “Spiritual capital contains aspects of intellectual and experiential capital, but is deeper, more personal and less quantifiable. Most of the world’s religions include a concept of ‘the great chain of being’, a holarchic understanding of existence where spiritual attainment (in this context, the accumulation of spiritual capital) leads to different levels of being.” (Roland, 2011, p. 59).
    - - Living capital is made up of the animals, plants, water and soil of our land – the true basis for life on our planet. (59)
    - - “All the other forms of capital may be held and owed by individuals, but cultural capital can only be gathered by a community of people.” (Roland 59)
        
        This type is very inclusive and cam bring people together. The idea of a culture and community creates unity and commonality between a group of people. In schools this sense of community and culture can bring a school together. Not only is there the outside culture and community but one within a school as well. This is commonly seen in pep rallys and school sporting events.
        
        I believe this sense of community that is explained really does happen because I have seen this in my own high school. We had spiritual/cultural capital. Really spiritual sameness that created cultural capital.
    - - “A truly just society requires fair and equitable distribution of all forms of capital. While financial capital is important, non-financial capitals offer pathways to empowerment for the oppressed communities of our planet” (Rolland, 2011, p. 61).
    - - Influence and connections are social capital. A person or entity who has ‘good social capital’ can ask favors, influence decisions and communicate efficiently. (58)
      - Social capital is of primary importance in politics, business and community organizing (Roland, 2011, p. 58).
        
        This makes sense because whoever has the money or has the connection is the one who will gain and reap what has been sown.
  - - - Social Capital
        
        Unlike other forms of capital, social capital inheres in the structure of relations between actors and among actors. It is not lodged either in the actors themselves or in physical implements of production
        
        "Unlike other forms of capital, social capital inheres in the structure of relations between actors and among actors. It is not lodged either in the actors themselves or in physical implements of production (Coleman, 1988, p. 98)."
        
        "I see two major deficiencies in earlier work that introduced "exchange theory" into sociology, despite the pathbreaking character of this work. One was the limitation to microsocial relations, which abandons the principal virtue of economic theory, its ability to make the micro-macro transition from pair relations to the system." (Coleman S97-S98)
      - Human Capital and Social Capital
        
        "Just as physical capital is created by changes in materials to form tools that facilitate production, human capital is created by changes in persons that bring about skills and capabilities that make them able to act in new ways." (Coleman S100)
      - Social Capital in the Family
        
        It is of course true that children are strongly affected by the human capital possessed by their parents. But this human capital may be irrelevant to outcomes for children if parents are not an important part of their children's lives, if their human capital is employed exclusively at work or elsewhere outside the home.
        
        This makes sense because I have seen this in my own lifetime. I have seen all kinds of capital be passed down from generation to generation but then one "bad apple" ruins the inheritance.
        
        Social capital within the family that gives the child access to the adult's human capital depends both on the physical presence of adults in the family and on the attention given by the adults to the child.
        
        I believe this is true because it takes both parent and child involvement for capital to be passed through family
        
        Another indicator of adult attention in the family, although not a pure measure of social capital, is the mother's expectation of the child's going to college
      - Criticisms and Revisions
        
        "The sociological stream has what maybe a fatal flaw as a theoretical enterprise the actor has no "engine of action". The actor is shaped by the environment but there are no internal springs of action that give the actor a purpose or direction (Coleman, 1988, p. 96). "
        
        This has made me think about the importance of motivating students
      - Social Capital outside of the Family
        
        " The effect of this social capital outside the family on educational outcomes can be seen by examining outcomes for children whose parents differ in the particular source of social capital discussed earlier, intergenerational closure (Coleman, 1988, p. 113).
      - Public Goods Aspect of Social Capital
        
        If the first individual can satisfy his need through self-sufficiency, or through aid from some official source without incurring an obligation, he will do so-and thus fail to add to the social capital outstanding in the community
        
        I believe this because when you are already supplied there is no need to work for something more unless there is another incentive involved
        
        This item made me think about individuals needs and how lack of obligation often does not produce any results.
- - - - “The military’s continued dalliance with intelligence/aptitude testing and their widespread use in education continued to justify racial discrimination and preferential treatment for established elites long after their cultural biases were exposed.” (Kohlman, 2013, p. 670)
        
        I never thought of these kinds of tests as anything near eugenics. Eugenics acts upon the belief that some are inferior. Tests simply prepare the strong to do their job.
      - o “The inclusion of formal eugenics instruction in schools and colleges was more problematic than many disciples had foreseen. In some American states or Canadian provinces with majority Catholic or large immigrant populations, politicians and officials barred the gate to any overt inclusion of eugenics, especially at the high school level.” (Kohlman, 2012, pg. 671)
        
        This makes sense because these types of people fell into what was deemed as faulty. So how could they teach in these schools something that wasn't true and went against their very nature?
    - - o “Inheriting Shame: The Story of Eugenics and Racism in America (1999), profiles the involvement of American educational leaders in the eugenics movement and their efforts to incorporate eugenics into curriculum and formal education programs.” (Kohlman, 2012, pg. 668)
    - - “Teddy Roosevelt placed the blame for race suicide on white womanhood. Women of “good stock” who chose not to have children were “race criminals,” and jeopardized the continuance of the American empire since “no race has any chance to win a great place unless it consists of good breeders as well as good fighters” (Kline, 2001, p. 15).” (Kohlman, 2013, p. 678)
      - “Although the treatment of eugenics varied over time, the same messages and sources were used throughout the period, despite evidence from new genetic research that discredited the oversimplified Mendelian rules of inheritance for the complex traits that remained the staple of eugenics literature.” (Kohlman, 2013, p. 674)
      - “By the 1930s, most American geneticists had professionally (though seldom publicly) repudiated the claims of eugenics with regard to simple Mendelian inheritance of such traits as feeblemindedness, sexual immorality, and criminality.” (Kohlman, 2019, pg 674)
      - “Even as America was being reluctantly drawn into the war already raging in Europe, Hunter raised the eugenic possibilities of war: “a good biologist would...[send] the mentally unfit to be killed off and [keep] the biologically fit at home to continue the race” (in Selden, 1999, p. 76).” (Kohlman, 2013, p. 674)
        
        This item made me think about how eugenics has changed forms since it was seen eugenics. Now it just comes in different forms.
      - o “Although the treatment of eugenics varied over time, the same messages and sources were used throughout the period, despite evidence from new genetic research that discredited the oversimplified Mendelian rules of inheritance for the complex traits that remained the staple of eugenics literature.” (Kohlman, 2012, pg. 674)
    - - “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.” (Kohlman, 2013, p. 663)
      - “Wherever a significant eugenics movement arose, it was quickly realized that education of the general public and the next generation of citizens would be a vital component of any large-scale success in a multigenerational endeavor.” (Kohlman, 2013, p. 663)
      - “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. Indeed, in America as in the Soviet Union where they later reached absurd heights, Lamarckian concepts were retained by several early eugenicists long after scientists had embraced the contrary theories of August Weismann and Gregor Mendel.” (Kohlman, 2013, p. 663-664)
      - “Public exhibitions of eugenics in America followed a popular tradition established in 1915, when the Race Betterment Foundation, headed by John H. Kellogg of breakfast cereal fame, organized an elaborate display at San Francisco’s Panama-Pacific International Exhibition that had millions of visitors.” (Kohlman, 2019, pg 664)
    - - “Although the leadership of American eugenics organizations was predominantly professional, middle class, middle-aged, white men, it had its fair share of support from women, mostly in the form of loose alliances with various social movements.” (Kohlman, 2012, pg. 676)
      - “Another persistent and perplexing dimension of eugenics education for American eugenicists and their educational agents was eugenics education for girls and women. Although the leadership of American eugenics organizations was predominantly professional, middle class, middle-aged, white men, it had its fair share of support from women, mostly in the form of loose alliances with various social movements.” (Kohlman, 2019, pg 676)
      - “One of the fundamental goals of eugenics was to re-establish the primacy of prolific motherhood among the “fitter classes” of women, especially female college graduates, while negating the problematic modern diversions of extensive career and educational ambitions.” (Kohlman, 2019, pg 676)
    - - o “A recent example is the story of Harvard University’s physical anthropology professor,
      - Popular Eugenics (2006). (Kohlman, 2013, p. 679)
      - Earnest A. Hooton (1887-1954), in Nicole Rafter’s contribution “Apes, Men, and Teeth” to
    - - “In away, the producers’ portrayal of futuristic eugenics as a negative dystopia has been remixed by fans into a desirable future, at least for genetic or technologically enhanced übermenschen. As we know from recent history, the inspiration by Star Trek and other popular science fiction franchises often acts as a catalyst to real-life innovation. Amnesia of the true cost of past eugenics and race-hygiene programs should evoke the old cliché about dooming those who forget history.” (Kohlman, 2013, p. 683)
    - - o “This article serves as a primer on the prime movers, the quintessential themes, and the cultural penetration of eugenics education in influential public forums, as well as the formal inclusion of eugenics in school and college curricula.” (Kohlman, 2012, pg. 659)
      - “Various technologies, methodologies, research programs, and
        theoretical orientations that originated with or were inspired by eugenics have been widely adopted and extended, but their eugenic genesis has been forgotten or sanitized.” (Kohlman, 2013, p. 658)
      - “This article serves as a primer on the prime movers, the quintessential themes, and the cultural penetration of eugenics education in influential public forums, as well as the formal inclusion of eugenics in school and college curricula. It extends from American eugenics education’s initial launch under the auspices of the American Breeders Association, through to the end of WWII, when mainstream American eugenics was gradually suppressed or rebranded with new euphemisms” (Kohlman, 2019, pg 659)
      - “In the first decades of the American Century, eugenicists needed to recruit a coterie of medical professionals, business, educational, and social leaders as well as the politicians and philanthropists who held the purse strings.” (Kohlman, 2013, p. 661)
- - - - “EQUALITY OF EDUCATIONAL OPPORTUNITY, also known as 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?” (Rivkin, 2016, p. 29).
        
        “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” (Rivkin, 2016, p. 29).
        
        “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)” (Rivkin, 2016, p. 29).
    - - “Most notably, economic and social opportunities were broadening for African Americans, the civil rights movement may have given the black community higher expectations for its youth, and white respect for black peers may have increased in the larger society, regardless of the racial composition of the school” (Rivkin, 2016, p. 36).
        
        I believe this because respect for African American education continues to rise
      - “The Coleman Report revealed substantial achievement differences by school racial composition and emphasized the importance of considering various factors that contributed to those differences:
        
        different facilities and curricula in the school itself
        
        variations in educational deficiency or proficiency of fellow students that are correlated with race effects
        
        due to racial composition of the student body apart from its level of educational proficiency” (Rivkin, 2016, p. 36).
      - “The paper reveals substantial evidence of resegregation and a significant increase in the probability of being arrested for black students, but no increase in the probability of dropping out of high school as a result of the change in the racial composition of the school. Importantly, it appears that changes in resources rather than peer composition drive the results” (Rivkin, 2016, p. 36).
    - - “The steps taken to desegregate schools and increase black student exposure to white students were not strong enough after 1980 to offset the demographic shifts that were increasing the amount of contact between both whites and blacks and the children of immigrants from Latin America, Asia, and elsewhere” (Rivkin, 2016, p. 32).
        
        This makes sense because the type of segregation that is explained is still evident in our schooling system. Therefore the demographic shifts have not increased contact between races.
      - “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, 2016, p. 32).
      - o “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.”(Rivkin, 2016, p.29)
    - - “Among other findings, they concluded that 1) white enrollment declined much more in the year of plan implementation than in subsequent years, and 2) pairing and clustering, the desegregation technique that involved the joining of schools with initially very different black and white enrollment shares into a single attendance zone, produced the largest average white-enrollment losses surrounding plan implementation in the period of greatest desegregation activity” (Rivkin, 2016, p. 35).
        
        This makes sense because when whites didn't like this movement, they simply used their capital to find an alternative
      - “For example, white flight from integrating schools, a topic that Coleman (in other studies) explored in considerable depth, certainly slowed the rate of desegregation, especially during the years 1968 to 1980, when the most aggressive desegregation steps were being taken” (Rivkin, 2016, p. 33).
        
        I believe this because many of the schools in my area are either primarily black, or primarily white. It is especially seen in urban schools where desegregation was first implemented (urban schools). Then we can see where most of those whites changed to (rural schools).
      - “Apparently, the costs to families of moving out of the countywide district for pre- dominantly white outlying areas are so large they more than offset any perceived advantage of escaping the changes in the demographic composition of the schools” (Rivkin, 2016, p. 35).
    - - o “Three interrelated pieces of information characterize school enrollment patterns, and I document changes over time in all three: the degree of interaction, as measured by black student exposure to white students; dissimilarity indexes for schools and districts; and overall demographic composition. For each of the five years, Figure 1 presents three data points:”(Rivkin, 2016, p. 29)
        
         “1) The exposure index measures the likelihood that a black student will interact with white students, as measured by the average percentage of black children’s schoolmates who are white.”(Rivkin, 2016, p. 29)
        
         “3) A simple demographic indicator identifies the percentages of students who are black, white, or from another racial group.”(Rivkin, 22016, p. 29)
        
         “2) The dissimilarity index measures the extent to which schools and the overall student population are racially dissimilar, by calculating the percentage of blacks that would need to change schools if all schools were to have the same percentage of black students. The index is equal to 0 if there is complete integration and 100 if there is complete segregation. As the potential for desegregation efforts is determined by the distribution of students among districts, I report the index for districts as well as for schools.”(Rivkin, 2016, p. 29)
    - - “The legacy of the Coleman Report enhanced the research community’s commitment to improve the measurement of school and teacher performance” (Rivkin, 2016, p. 37).
      - “Nevertheless, the report served as a catalyst for a fundamental change in education research and the framework within which policymakers, educators, and citizens conduct debates over education policy” (Rivkin, 2016, p. 37).
  - - - “Additionally, in the post–Brown v. Board environment, where the Supreme Court has recently used cases such as the Parents Involved in Community Schools v. Seattle School District No. 1 to rebuke efforts at creating racially balanced schools in spite of segregation, White parents have manipulated their resources within the housing sector to ensure that their children receive the benefits of suburban schooling options where higher tax bases provide a significantly more profound investment in schools” (Martin & Varner, 2017, p. 2).
      - “Practices such as redlining, restrictive covenants, and discrimination in the rental and sale of housing not only led to the residential segregation by race but also continue to shape Whiteness while framing narratives about what constitutes Blackness” (Martin & Varner, 2017, p. 2).
      - “From our perspective, the educational sector may be most telling, given that despite evidence to the contrary, education is still viewed as essential to attaining the proverbial—albeit illusive—American Dream” (Martin & Varner, 2017, p. 2).
    - - “The implications of where one lives affects and impacts access to services, food, safety, and most important educational opportunities; the impact on educational opportunities is an aspect we hope to see lively engagement with in response to this article, particularly as it relates to White supremacy and Black/Brown marginalization. Where we live is symbolic of how we de ne and how we defend Whiteness and the ways in which we dehumanize, criminalize, and engage in assaults on Brown and Black bodies” (Martin, pg. 9)
      - “One of the greatest features of any democracy can also serve as the greatest threat to any democracy. The ability of the majority to determine the life chances and life opportunities of minority or subordinate groups can lead to the creation of institutional and individual policies such as residential segregation that can result in enormous benefits for members of the dominant group and enormous disadvantages for members of minority groups” (Martin, pg. 9)
      - “Residential segregation is arguably one of the most misunderstood concepts in our society and, at the same time, is one of the deadliest for people of color and to the principle and structure of democracy in the United States. Persistent residential segregation places communities of colors at risk for physical harm, discriminatory public policies, and private practices. e isolation of communities of color from members of the dominant group often means that communities of color are subject to more environmental hazards, aggressive policing tactics, under-resourced schools, greater stressors that lead to lower life expectancies as well as the exacerbation of existing chronic health issues, limited life chances and opportunities, and ultimately even greater premature death, relative to Whites” (Martin, pg. 8-9)
      - “We remain convinced, though, that being unapologetic and persistent in articulating counter-approaches may help us work toward an equitable end. Our articulation of a democracy, of our society,
        as it should be and not as it is will likely annoy and bother some people, but “continued struggle can bring about unexpected benefits and gains that in themselves justify continued endeavor. The fight in itself has meaning and should give us hope for the future” (Bell, 1992, 378)” (Martin, pg. 9)
        
        This makes sense. It just does, I don't know why I believe it does.
      - “Within a democracy often lie the values, rights, and privileges that, if leveraged, can result in a sea change. Sadly, the revolutionary and transformative changes that are required are rarely achieved, and instead, minority groups must instead live with what scholar Bell called “peaks of progress,” which in the end only occur because they serve the interest of those in positions of power and authority (Bell, 1992, p.373)” (Martin, pg. 9)
        
        I have not thought in the past that people in the position of power hold all the card. Revolutions and uprisings attest to this
    - - “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 & Varner, 2017, p. 5).
      - The civil rights movement was one of the most important social and demographic occurrences of the 20th century. 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. (Martin, 2017, p. 4).
      - “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 & Varner, 2017, p. 4).
        
        I did not live in this time but I believe this is true because of what I've been told.
    - - “We conclude this article with working tenets of “segregatory realism,” a realism that may address the segregation across sectors, especially housing and education, and that might serve thought interested in conceptualizing and renegotiating the ways in which reform is approached” (Martin, pg. 7)
        
        “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. We offer that keeping the following tenets at the forefront of our understanding of race relations, both past and present, is a pathway that might help the nation move closer toward achieving the robust democracy that is in the imagination of many Americans, especially members of the dominant group, but eludes us as a nation and is far from what people of color have historically experienced and is still far from what people of color experience in contemporary times” (Martin, pg. 7)
        
        “Articulating that we live in a democracy or insisting upon a belief that we live in a democracy does not explicate the realities of oppression experienced by so many in this country. These tenets of segratory realism are, therefore, foundational and important within the larger context that questions the very concept of democracy. While we present these in a linear order, they are not intended to be read, understood, or enacted in a linear manner” (Martin, pg. 7)
    - - “From our perspective, the educational sector may be most telling, given that despite evidence to the contrary, education is still viewed as essential to attaining the proverbial—albeit illusive—American Dream” (Martin & Varner, 2017, p. 2).
      - "The U.S. Commission on Civil Rights (1973) also described restrictive covenants as agreements "in which the buyer of a house promised not to see, rent, or transfer his property to families of a specific race, ethnic group, or religion" (Martin, 2017, p. 3).
      - “Communities that were majority minority, or changing from majority to minority, were deemed risky investments and given the color red, hence the term redlining. Other financial institutions adopted the practice of redlining and kept hundreds of thousands of people of color from owning homes and out of the single largest period of mass asset accumulation in the 20th century.”(Martin, 2017 pg. 3)
    - - “We draw on Feagin’s (2010) systematic racism theory with a particular focus on the tenet: white racial frame. White racial frame provides an analytic by which we might understand the nature of racial privilege and marginalization with respect to the role of the dominant racial group in creating and perpetuating racial residential segregation and consequently school segregation as well as to identify some tenets for forward movement that could stop or at least curb the figurative and literal deaths experienced by people of color in America. White racial frame (Feagin, 2010) is a three-tiered framework for understanding Whiteness with particular attention to the beliefs that White people have in their virtuosity, White people’s use of stereotypes, and the role that narratives from within communities of color play in addressing the previously mentioned aspects” (Martin, pg. 5)
      - “Negative stereotyping of people of color, the second aspect of White racial frame, is important as a mechanism to understand the inner workings of Whiteness and the roles the dominant group plays in the creation and perpetuation of residential and school segregation. Interactions, practices, and policies are informed by beliefs (Martin, Fasching-Varner, & Quinn, Jackson, 2014). So, while White people justify their housing and schooling, for example, as personal choices and not manifestations of racism,
        the underlayer reveals a harsher surface embedded with racist ideology and stereotypes. Stereotypes become informed over many years through implicitly and explicitly based interactions with those in the circle of influence over White people (friends, family, colleagues, etc.)” (Martin, pg. 6)
        
        This item has created inconsistencies with what is in my conceptual ecology. While "whiteness" does help create and maintain schools, has this only been because these people have been the ones that are holding all the power?
      - “Relative to residential and school segregation, many Whites point to legislative and legal actions, such as Brown v. Board, to demonstrate the de jure principle that, effectively, segregation is illegal, and consequently any appearance of segregation or separation in modern times is simply coincidence and not a product of racism. Drawing on this first aspect of White racial frame, many Whites justify the purchase of housing in suburban settings and the gentrification of urban settings creating exclusionary housing that literally prices out people from historically marginalized groups” (Martin, pg. 6)

My Thoughts

More Map: Anything your group didn’t include that your reading/thinking knows should be here.

Intelligibility Items: Note significant items on the map that makes sense/doesn’t make sense—and describe and note why.

Plausibility Items: Note significant items on the map that you believe/disbelieve—and describe and note why.

Fruitfulness Items: Note significant items on the map that have made you think or feel differently—and note how so and why.

Dissatisfaction Items: Note significant items on the map that have created dissatisfaction in your own thinking/feeling.

- - - - This made me think about how every school thinks their school is the best school.
  - - - I believe this is true because this has been the view of African American schools.
  - - - -“A more visible form of parental support is the "advocacy" role (Siddle Walker, 1996). "Advocates" were parents and community leaders who interposed them- selves between the needs of the school community and the power of the White school board and made requests on behalf of the school. Sometimes they made these requests directly to local school boards; sometimes they appealed to school supervisors at the state capitols.
      - “African Americans are recorded as buying pianos, playground equipment, books, science equipment, and other supply items for the schools.” (Walker, 2000, p. 271)
      - “Parent teacher association meetings were reportedly well attended, as were spring and Christmas concerts, and operettas. Athletic events were also occasions of parental activity.” (Walker, 2000, p. 272)
      - **1. Advocates" were parents and community leaders who interposed themselves between the needs of the school community and the power of the White school board and made requests on behalf of the school.” (Walker, pg. 271)
    - - “the African American principal is described as a superintendent, supervisor, family counselor, financial advisor, community leader, employer, and politician.” (Walker, 2000, p. 275)
      - “In this role, the principal motivated parents to provide resources for the school and alerted them to the needs of the school” (Walker, 2000, p. 274)
      - “The principal also served as a model for the service attributes he sought to instill in children.” (Walker, 2000, p. 274)
      - “The single central figure in the segregated school was the principal.” (Walker, pg. 274)
    - - “Although their average education was below that of Whites in the 1920s, by the 1930s their levels were increasing to the point that by the end of the decade, only 6.8% of Negro high school teachers were more poorly prepared than their White counterparts in the South” (Walker, 2000, p. 266)
      - “teachers were "hard taskmasters" who gave lots of work, refused to lower the standards, and "if you didn't learn, you stayed after school as long as necessary to learn"” (Walker, 2000, p. 265)
      - “students reportedly responded to their examples and descriptions of success. Their teachers are said to be "inspiring." Students did not want to let them down.” (Walker, pg. 265)
  - - - I believe in this philosophy. Cultural norms and segregation cannot hold someone down if they are truly determined. One is able to create their own form of capital in order to achieve what they set their mind to.
  - - - This makes sense because the oppression that was present had to have an effect on the African American school environment. Certain capital that these schools had determined how they "did school".