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J301 Presentation

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heidi horton

on 11 March 2010

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Transcript of J301 Presentation

USH.9.4
Explain issues and problems of the past by analyzing the interests and viewpoints of those involved. (Core Standard)

USH.9.2
Locate and analyze primary sources and secondary sources related to an event or issue of the past. (Core Standard)

How did Tywoniak and Rodriguez overcome class obstacles? Did they have cultural or social capital that helped them, or did they seek out these resources? Social capital refers to the resources one has based on group membership, relationships, networks of influence and support.
Similarly, cultural capital includes knowledge, skills, education, and advantages that a person has. Parents provide cultural capital by sharing knowledge that can assist their children in life.
What are the implications of social class?

Support system in school?
Influences from friends (usually of the same class)?
Decision to attend college?
"The Mexican-American case demonstrates the importance of cultural and material capital, or rather their absence.Today, as throughout the twentieth century, labor market conditions have played an important role in both attracting Mexican labor and in determining the social destinies of Mexican Americans raised in the United States. Even mores so does it underline the importance of the cultural as well as material dimensions of the context of reception into which immigrants arrive, which in turn sets the stage for the world in which their children grow up. (Portes & Rumbaut pg. 62)" For Latino immigrants and their children, class becomes even more of a barrier as it is tied up with restraints of language, cultural differences, and so on. Class "Although my parents supported our education and reinforced it as best they could and taught us to respect and obey our teachers, they couldn't help us with our school work, whether in reading or mathematics. This was particularly true of my father, who spoke even less English than my mother. My parents, of course, were also busy working and raising younger children. There was little, if any, contact between my mostly Spanish-speaking parents and my English-speaking teachers. What my parents conveyed to us was more abstractly ethical than practical" (Tywoniak 42). “The Mexican barrio, which we returned to, was situated in the northern part of town. Main Street ran east to west. Mexicans lived north of Main Street, to a distance of about a mile and a half beyond the oval, and Anglos lived closer to Main Street on the north side and in the residential area to the south. Each side was clearly discernable. The Anglo south side and the area close to and north of Main Street had nicely constructed homes with architectural unity and generally well-kept front lawns, paved sidewalks, and streets. The sewer system was also in place here. The layout and cohesiveness of the homes provided a sense of neighborhood… This is where the wealthier townspeople, including rich farmers and some businessmen, lived...One the other hand, the north side had no uniformity in its houses, but each was built differently. There was a more haphazard arrangement. Most were frame houses, but each was built differently. Instead of planting lawns, most Mexicans used their front yards to either grow flowers and or vegetables or park their cars. There were no sidewalks. Some streets were paved, others were not. The sewer system had not yet been extended to the barrio, and outhouses were a visible part of the landscape” (Tywoniak 73-74). “At first I didn’t really have any understanding of what college was all about. It was an absolute unknown. I had no idea, for example, that college, like high school, was a four-year experience. I had no notion of what a college degree entailed. It wasn’t until about my junior year that the concept of college became a little clearer. This was the result of the networking I was doing with the other academically oriented girls… Although the idea of going to college still seemed quite abstract, what was clearer to me than ever was that I wanted to leave Visalia” (Tywoniak 141). “The scholarship boy pleases most when he is young- the working-class child struggling for academic success. To his teachers, he offers great satisfaction; his success is their proudest achievement. Many other persons offer to help him. A businessman learns the boy’s story and promises to underwrite part of the cost of his college education. A woman leaves him her entire library of several hundred books when she moves. His progress is featured in a newspaper article. Many people seem happy for him. They marvel. ‘How did you manage so fast?’ From all sides, there is lavish praise and encouragement. (Rodriguez 69) “I was the first in my family who asked to leave home when it came time to go to college. I had been admitted to Stanford, one hundred miles away. My departure would only make physically apparent the separation that had occurred long before. But it was going too far. In the months preceding my leaving, I heard the question my mother never asked except indirectly. In the hot kitchen, tired at the end of her workday, she demanded to know, ‘Why aren’t the colleges here in Sacramento good enough for you? They are for your brother and sister.’ In the middle of a car ride, not turning to face me, she wondered, ‘Why do you need to go so far away?’ Late at night, ironing, she said with disgust, ‘Why do you have to put us through this big expense? You know your scholarship will never cover it all.’ But when September came there was a rush to get everything ready. In a bedroom that last night I packed the big brown valise and my mother sat nearby sewing initials onto the clothes I would take. And she said no more about my leaving” (Rodriguez 61).
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