Does Ethnicity and Language to the Degree of Parent Involvement in Schools Essay Example for Free

Does Ethnicity and Language to the Degree of Parent Involvement in Schools Essay Many recent studies have indicated that parent involvement can make significant differences to outcomes at schools. Why some parents become involved more than others in their childrens education has been the subject of past studies, and ethnic minority status (especially Black and Hispanic) have been associated in the past with poor involvement compared to whites. But other studies have shown completely opposite conclusions i. e. parental involvement is higher in ethnic groups than whites. The critique: This questionnaire study of teachers and parents was a multi-dimensional investigation into the role of ethnicity in parental involvement in schooling found that Black parents perceive that they take a more active role in their childrens schooling than any other ethnic group. By contrast the teachers perceptions on the issue were drastically opposite – teachers reported much lower levels of alliance with Black parents than White or Hispanic parents. The fact that fewer than 4% of teachers in this study were blacks probably has been a significant factor in this regard. One of the main weaknesses of this study is a lack of verifiability – it was entirely based on questionnaires, without any involvement of students themselves. Secondly the fact that the population consisted entirely of low-performers may have introduced a source of bias in the study. There were also inadequate measures of ruling out the effect of other confounding factors e. g. education level, incomes of households which made it difficult to compare ethnicity properly. Finally, some ethnic groups returned more questionnaire than others, making it difficult to conduct a like for like study. Conclusion : More studies are needed, carried out in a more rigorous method, before the true effect of ethnicity on parental involvement with schools can be established.

Comparing Marriage in Maria, or the Wrongs of Woman, She Stoops to Conq

Separation between Love and Marriage in Mary the Wrongs of Woman, She Stoops to Conquer and Moll Flanders      Ã‚  Ã‚   Our aim in this paper will be to analyze and discuss the different ways in which love and marriage were dealt with during the eighteenth century and to what extent these two terms were linked together or considered as opposite. To accomplish this matter we are going to focus our attention on several works that are representative from this period and that reflect in an accurate way the social mores and more specifically, marriage conventions and romantic love. Throughout this discussion we will be emphasizing the idea that marriage is represented in these works as an institution completely detached from love and that it pursues more than anything else economic purposes and an rising in the social hierarchy. First of all we should account for the situation of English women during the eighteenth century, that despite several social improvements, continued having less rights or freedom than men within the family and marriage as an institution. Patriarchal forms were still a deep-rooted custom that ruled society, which was male-centered. Marriage was often forced on women as their only way of having a recognized position in society, but at the same time led them to slavery. Women's property could be spent to the discretion of the husband as she was considered, together with all that she owned, a possession of the husband. Significantly relevant is the fact that the convention of marriages arranged by parents was still widely accepted. Evidences of this aspect can be found in Goldsmith's work She Stoops to Conquer. At the very beginning of the play Mr.Hardcastle expresses that he has already chosen a husband for... ...and stability. However, the existence of arranged marriages and consequently the lack of love, turned matrimony into a prison where women were locked. A male-ruled world transformed women into virtual slaves that had no rights, and the cases where marriage was the result of a true and passionate love can be counted for as exceptional. Works Cited Wollstonecraft, M., Mary The Wrongs of Woman, Oxford World's Classics.  Ã‚   (1976) Defoe, D., Moll Flanders (1978) Penguin English Classics.   (1999) Goldsmith, O., She Stoops to Conquer Dover Thrift Editions. (1991) Stone, L. The Family, Sex and Marriage in England 1500-1800, (1979) Pelikan   Ty, E. Unsex'd Revolutionaries: Five Women Novelists of the 1790's.   University of Toronto Press, Toronto.   (1993) Spencer, J., The Rise of the Woman Novelist: From Aphra Behn to Jane Austen Oxford Press (1987)

Women in Leadership Roles

This report examines the research on gender equity in educational leadership published since 1997until 2010. Even though women attaining jobs in school leadership has increased, women still do not fill administrative positions in comparison to men. The majority of research related to women and leadership examines the barriers women face in entering or moving up in the leadership hierarchy. Looking at the differences and similarities in how men and women take on and exercise leadership roles, the authors of the articles suggest ideas based on biological, psychological and sociological theories that stress gender difference. The article, â€Å"Re-thinking educational leadership: exploring the impact of cultural and belief systems† written by Shah, discusses how education and educational leadership theories and practices are influenced by culture and belief systems; with a focus on gender in Muslim societies. The first priority of Muslim women was to look after their family; therefore, before taking on any professional responsibility they had to ensure that no decisions or actions brought shame to their family or extended families. According to Shah, the Muslim women who participated in leadership positions often felt powerless because their decisions and actions were regularly scrutinized by men. The second article, â€Å"Gender Differences Among New Recruits to School Administration: Cautionary Footnotes to an Optimistic Tale† written by Riehl and Byrd discusses the factors affecting leadership among men and women in elementary and secondary education. Even though the women were as highly educated as the men, the men often were given many more opportunities. Women were still seen as displaying nurturing characteristics in their leadership style. The article also discusses women’s leadership aspirations to that of their male counterparts. The third article, â€Å"School leadership, sex and gender: welcome to difference† written by Kruger brings into light the biological differences in genetic make up of men and women. It discusses how different hormones and brain structure are the reasons for differences in behaviour and personality among men and women, which is considered a deciding factor in their leadership styles. Kruger also examines how the environment plays an important role in the realization of gender differences in leadership. The last article, â€Å"Gender and educational Leadership in England: a comparison of secondary headteachers’ views over time† written by Coleman discusses the expectations of women and men as principals in England in the 1990`s and in 2004. The article focuses on women with regards to work and personal life. Coleman reports that women have larger roles at work and at home, whereas men generally concern themselves with work only. Notably, women were seen as inferior so they adopted male work ethics. The results of Coleman’s studies are similar to those in other countries. It was very interesting to review the articles I chose to better understand the ways that educational leadership is perceived with respect to gender in the education system. As I continued to review the research, I thought it was of importance to examine the differing leadership styles and barriers, along with the similarities women faced in both western and non-western cultures. Throughout this inquiry I will cite several reasons for the low proportion of women as educational leaders. According to Shah, â€Å"Men and women are conceptually divided into two separate worlds. Home is defined as a woman’s legitimate ideological and physical space, while a man dominates the world outside the home† (p. 31). With the ever-changing society, Muslim women started exploring their options and took more of an active role outside the home. Interestingly, the women who attained positions of leadership worked in the women-only establishments. It was troublesome for a woman to work in a mixed gender environment because their educational decisions went through a male counterpart, regardless of their seniority. Women still held strong beliefs and values with respect to education; similar to western cultures, but the notion of women in a male dominated hierarchy was still considered problematic. I strongly believe that family and home responsibilities are still more likely to affect the career paths of women than of men today as they pursue administrative positions. Riehl and Byrd also believe that gender plays a major factor in the career development process to the degree that men and women encounter different circumstances, act differently, and/or experience different outcomes. The theoretical explanations that have emerged are as follows: women have not been socialized to aspire to administrative roles or to prepare for them, higher level jobs were designed to exclude women and school leadership is located in male dominance in society overall, not just educational (p. 46). I believe society as a whole is more accepting of these barriers now; however, these issues are still evident, but not as strong. Similar to today, women as teachers and principals were more likely to be found at the elementary level and men at the secondary level. While I do see many women teaching as previously mentioned, it was interesting to hear that men at their level receive more administrative practice, thus leading to senior administrative positions. Also, the amount of education one received didn’t play a huge factor in the hiring process. According to Riel and Bryd even the objective factors such as â€Å"obtaining education or experience increased women’s chances of becoming administrators, they did not bring women’s chances to parity with men’s† (p. 61). Kruger also examines gender differences but relates it to the biological sex differences in school leadership. Women by nature have a more caring, nurturing personality and this influences their administrative styles in a male dominant society. Kruger found that: â€Å"women are stronger educational leaders than their male colleagues. They carry out more educational activities and spend more time on educational matters than men. Women are more focused on instruction and education, on the school goals, they are higher on creating a positive culture and an orderly learning atmosphere, they have a stronger classroom orientation, they reward teachers more often and they create more professional development opportunities for teachers† (p. 62). It appears as though women are strong educational leaders; however, we have learned throughout this course that male and female styles tend to differ even when they occupy the same leadership role. Women, who already face enough resistance and obstacles in a male dominated field, find their leadership styles are judged more harshly by men; however thi s is not the same for the men. According to Kruger, â€Å"Women who display male leadership styles are more negatively judged compared with those who do not, but men with a female leadership style do not seem to be more negatively judged† (p. 164). Despite these factors more women tend to work under male principals then they do women. The reason for this is perhaps do to personality conflicts they may have with the same sexes on ideas of what successful administration entails. Another deciding factor in this is that women tend to be more education rooted and become administrators because out of their desire to improve education, whereas men take on administer roles mainly for the salary. Coleman’s research states that the stereotypical leader is a white, heterosexual, middle class male; therefore, women are often viewed as outsiders in a position of leadership. Coleman identifies various factors effecting women’s likelihood of becoming leaders such as â€Å"discrimination, lack of confidence, hesitation in making career plans, stereotyped into ‘caring’ pastoral roles that were then not seen as fitting them for leadership and there were multiple difficulties for women in combining a family and career† (p. 385). Women’s leadership styles were seen as passive and gentle, while men were stronger and more decisive. In 2004, only half of the women surveyed report experience in discrimination related to advancements due to the likelihood of being labeled a feminist (Coleman, p. 86). Surprisingly, the traditional male style leadership has given way to more feminine styles of leadership. Males have been seen as putting work first over family at all times, which has influenced women to the point of minimizing maternity leave and foregoing their desire to be supportive figures to younger women. Throughout this course we have discussed various effective educational leadership practices. Leaders should be able to adapt their leadership styles according to the situation. Therefore, change is necessary if we want to move ahead in our respective field. The passive, nurturing, education orientated and productive styles depicted by women in these articles are accepted today by both genders in leadership positions. Noteworthy, a strong dominant leader is not always effective or seen as an acceptable style. As a teacher, I often see different leadership styles and can conclude that men and women at times see things differently. In conclusion, the role of women in educational leadership positions continues to evolve; however, there still needs to be work done in order to ensure equality. If one were to look at our current list of administrators in the school board they would notice that there is significant higher ratio of male to female administrators. The females are often placed in small, rural elementary schools or are the vice-principals of secondary schools. I truly believe women will always face barriers while trying to attain leadership positions; however, if we work together, take charge and voice our opinions things may change in the upcoming years.

Analysis of Fredrick Douglass´ Narrative of the Life

Just when people thought slavery was coming to an end, the discovery of new cash crops and the development of advanced innovations spurred the growth of the implacable and unforgiving system of slavery. The eradication of humanity and reduction of slaves to the status of worthless beast continued. Copious individuals, unwilling to accept their faith and to be classified as a thing, contested their situation using different types of opposition that ranged from day to day resistance to large scaled and organized rebellion. In Frederick Douglass’ Narrative of the Life, the author demonstrated the truth of being a human being who disinclined to be classified as an inferior subhuman as he used an assortment of methods to oppose the system he was born into. Slaves, helpless of being born or sold into the system, used various forms of resistance to combat their inhumane and unjust enslavement while holding on to the tiny seed of hope for an escape. The institution of slavery, built on racial superiority and perpetuated through numerous economic, cultural, and legal structures, and collectively accepted practices, created a society in which white men exploit fellow human beings of darker complexion. As superior beings, slave-owners created efficient labor-producing tools by dehumanizing Africans and instituting fear through psychological manipulation and physical violence. One way that planation owner established fear was to internalize external surveillance in which the slavesShow MoreRelatedHenry David Thoreau s Narrative Of The Life Of Fredrick Douglass911 Words   |  4 PagesAbolitionist Fredrick Douglass was born in â€Å"the backcountry of Maryland’s Eastern Shore† in 1818 (Gates et al. 327). By having a slave mother, Douglass was automatically considered a slave (Gates et al. 327). Therefore, he faced many masters and mistresses; however, he eventually gained his freedom by escaping. Although Douglassâ €™s Narrative of the Life of Fredrick Douglass, an American Slave is not the first of its genre, it is the best-selling eighteenth-century fugitive slave narrative, surpassingRead MoreFrederick Douglass And Malcolm X Essay1237 Words   |  5 Pagessynthetic analysis of two works from African American literature reveals that there is no greater accomplishment than learning to read and write. Literacy is what allows us to gain knowledge through learning. This topic is important because based on a study conducted by the U.S Department of Education and the National Institution of Literacy, 32 million adults in the U.S are still unable to read and write and African Americans are expected to make up nearly half of that amount. In both Fredrick Douglass’Read MoreYour Freedom Is Not Free Essay1645 Words   |  7 Pagesformation of individual and cultural identity in American literary history. Certain nineteenth century American writers stand out for their real-life dedicati on to freedom and non-conformity for seeking to free themselves from whatever shackles limited them from reaching their potentials, both literally and figuratively. Henry David Thoreau, Fredrick Douglass, and Ralph Waldo Emerson are exemplary writers of the nineteenth century who strove to articulate not only the ideas of freedom and justice,Read More Response of Fredrick Douglass to Uncle Toms Cabin by Harriet Beecher Stowe964 Words   |  4 PagesFredrick Douglass Response to Uncle Toms Cabin      Ã‚   Frederick Douglass was arguably the most prominent African American abolitionist during the mid-19th century. He established his notoriety through his narrative entitled Narrative of the Life of Frederick Douglass, an American Slave published in 1845. Frederick Douglass also produced an African American newspaper, Frederick Douglass Paper, which highlighted the reception and critiques of Harriet Beecher Stowes Uncle Toms Cabin. FrederickRead MoreMy Experience At The Industrial Revolution Debate838 Words   |  4 Pagesimproved at public speaking. The first selection I ve decided to share with you is my Fredrick Douglass Journal Entry 1. I feel as if analyzing literature is one of my strong spots, so I am proud of the work I have done on this assignment. The reason why I chose this assignment is because I believe it shows of my knowledge and skill in this field. We had been reading the Narrative of The Life of Frederick Douglass for a while now, and we had begun our first literary note. What we had to do was selectRead MoreMy Bondage And My Freedom 1855 Edition† Is One Of The Most1429 Words   |  6 PagesMy Bondage and My Freedom 1855 Edition† is one of the most interesting autobiographical narratives I have ever read. Fredrick Douglass wrote it and published in 1855. Various scholars have also praised the quality in the book. For instance, Stauffer puts it in his foreword that, The story is a profound meditation on what race, slavery, and freedom mean, as well as a demonstration of the power of literacy and faith† (Stauffer 16). â€Å"My Bondage and My Freedom† is the second book of Douglass’s threeRead MoreIntellectual Freedom During The 20th Century1923 Words   |  8 Pagesmakes little difference. Frederick Douglass knew this all too well as he grew up as a slave. In his Narrative of The Life, he explains the development of his character and understanding of intellectual freedom. The intent of this paper is to explore the experiences that lead Douglass to understand the difference between physical and intellectual freedom. This is seen in his experiences but also how he wrote his Narrative. While in [physical] captivity, Douglass was not always captive. Although heRead MoreThe Identity Of African Americans1758 Words   |  8 Pagesculture. Race is portrayed through the narratives such as The life of Frederick Douglas by Frederick Douglass and the Autobiography of an Ex-colored man by James Weldon Johnson. In both the narratives, they state they are slaves due their race. First, this idea is supported in the Narrative of the Life of Frederick Douglass when he states in the preface, â€Å"he was a slave â€Å"too (Douglass 325). From the beginning Douglass has started with his identity â€Å"Douglass, in his old age, still bravely stoodRead MoreAlienation within Beloved Essay1209 Words   |  5 Pagessee themselves in a variety of real life situations. The slave only knew the life of a slave. It is only when Paul D and Sethe escape this life that they are forced to stop alienating themselves from the world around them and come to terms with their own identity. The slave-masters throughout â€Å"Beloved† whether seemingly benevolent or not, have one effect on their slaves, they alienate them from all around them, even to the point (in the words of Fredrick Douglass) that they crush (the natural affectionRead MoreAnalysis Of Chapter Summary Of Frederick Douglass2143 Words   |  9 PagesOctober 2017 Summary Analysis Chapter One Douglass was born in Tuckahoe, in Talbot county, Maryland. He had no knowledge of his exact age, he estimates that he’s between twenty-seven to twenty-eight years of age. He was a child of mixed race, his mother, Harriet Bailey, was a slave and his father was a white man. At around twelve months, he was taken from his mother and sold to a plantation. His mother would visit him on rare occasions during the night. Harriet died when Douglass was seven. In the