School & Society: Chapter 15 The Cultural Contexts of Children and Youth 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

School & Society: Chapter 15 The Cultural Contexts of Children and Youth The student’s multiple cultural contexts 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 (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 15 The Cultural Contexts of Children and Youth Three perspectives on youth culture Descriptive  demographic information Interpretive  making sense of youth culture through study Reciprocal  learning about kids, from kids  mutual respect and desire to communicate (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 15 The Cultural Contexts of Children and Youth A Low-Income Latino Community as One Cultural Context 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 (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 15 The Cultural Contexts of Children and Youth Myths about parent-teacher relationships 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. (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 15 The Cultural Contexts of Children and Youth What is parental involvement? 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? (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 15 The Cultural Contexts of Children and Youth Epstein’s typology of involvement Parenting Volunteering Learning at home Communicating Decision making Collaborating with community (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 15 The Cultural Contexts of Children and Youth Barriers to Effective Relationships Differing expectations of involvement Lack of teacher training Time Cultural and class barriers Psychological impediments The “disconnect from democracy” What else? (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 15 The Cultural Contexts of Children and Youth Knowledge, skills, and dispositions of effective teachers 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 (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

10 School & Society: Chapter 15 The Cultural Contexts of Children and Youth Concluding Remarks 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 (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

11 School & Society: Chapter 15 The Cultural Contexts of Children and Youth Developing Your Professional Vocabulary 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 (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e