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I would like to know more about resistance that is oppositional and resistance that is strategic.

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Schools cannot change the living arrangements of students, but we can support those students with the resources we have at the school. We shouldn't dwell on the things we have no control over and succeed at the things we do.

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Cultural Clash - just the knowledge that school culture and home culture may be very different for students is eye opening and very real.

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“We need to learn about what happens in the world of the children with whom we work with and teach.”

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Making sure to recognize the socioeconomic reasons for aspects of student life in minority families that contribute to student failure and that it is not rooted in their culture.

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That making an effort to care for students will help them be more successful, more than you think.

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That having high expectations of your students doesn’t mean you’re mean, it shows that you care and you want your students to be successful. 

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That having high expectations of your students doesn’t mean you’re mean, it shows that you care and you want your students to be successful. 

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In the students' education, we need to include the norms and canon of the dominant culture and the dominated cultures to challenge the monocultural canon.

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There have been times in this book that the author shares a cultural belief (like deficit theories) which I've never heard a living soul breathe aloud.  But there was an example in the reading about "Cultural Ecological Theory" that I actually have heard people talk about.  The author brought up very good examples of cultures who have lived here 4+ generations and do not see migration up the socio-economic ladder.  I'd like to bring these examples up next time I find myself in this conversation.  Perhaps it has less to do with waiting 2 generations than it has to do with time + a family that knows what is achievable + a community that is willing to allow  that upward mobility.

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I loved some of the explanations as to why students don't see success at school, such as culture clash. Knowing these things about our struggling students could be very helpful to be able to help

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I would like to share the case study of Paul Chavez with a few people at my school.  We are dealing with a very troubled teen at my school right now who is very similar to Paul on the outside.  I think it would be very enlightening to look at the educational experiences that Paul remembers with fondness, such as Ms. Nelson who put him in the school play.  How can we help our troubled student find such connections at our school?  How can we show him that we believe in him?

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I liked the "ethic of care" component. I would ask colleagues how they communicate with ESL students to get better engagement.

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In some schools a student may be identified as non-English speaking and another as Khmer speaking.  This shows a difference in perception.  The student goes from a deficit to a possession of a language.

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Culture is not something that should be forced on students. We need to let them embrace their own culture and we should celebrate and encourage diversity in the classroom. I think all teachers need to hear this message so that all students are respected. All students should get the opportunity to have their culture and self celebrated and embraced.

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•	I had never considered the pressure some students may feel to “act white” in order to succeed academically, and the push-and-pull they experience trying to balance their own cultural identity with the perceived identity of a successful student.

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I was really interested in the part that talked about caring for students.  How important it is that our students feel cared for and how they tend to work harder for teachers they feel care for them.  I thought it was interested that the chapter used the word love but then described it as having genuine respect and admiration for students.

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In our classrooms, we should have a teaching style of high help and high perfectionism. In this we provide students with as much help and resources as we can, while also holding the quality of their work to a high standard. Sometimes we do one, but not the other, so we need to make sure there is a balance between the two. Showing that we want to help them achieve high standards by helping them get there will hopefully help them feel successful.

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I really liked hearing about the idea of “ethic of care.” The fact that 3 out of 4 students said they work harder for teacher’s they care about! I've heard and experienced this myself first hand hearing about students not doing in well in other teacher's classes, but doing great in mine. I think more teachers should know this!

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As teachers we should strive to communicate to our students with high help and high performance. This combination will communicate high expectations. 

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As teachers we should strive to communicate to our students with high help and high performance. This combination will communicate high expectations. 

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Rebecca

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One thing I put in my 3-2-1 that I would share with a colleague is the idea of how giving schools the responsibility of economic and social reproduction (or teaching students to grow up to be the social and economic participants and leaders in society) innately places them in a political sphere. I would want to share this because it would be interesting to discuss what educators should do about this political placement.

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Do not relate family Homelife and culture to underachievement.
Why?  Because I believe this is done frequently!