IES 102 Social Differences Paper
The IES 102, Social Differences course, is centered around exploring education and educational system through the lens of privilege and cultrual, individual, and systemic differences. This course explores the differences in education based cultural differences and how identities affect access, perspective, and needs within educational settings. Considering such, I was able to explore my personal experiences within education as it relates to my identities and acknowledge my privilege and/ or lack of throughout my journey. We were given opportunities to relate various course materials to our background and make suggestions and conclusions about readings based on specific theories and ideologies.
The major assignment of this course was our social differences paper where we were instructed to find someone and interview them based on our similarities or differences as it relates to education. I interviewed my roommate at the time considering we were both similar in many ways but different in ways that directly impacted our educational journey and outcome. For example, we are both girls from the Bay Area, majoring in psychology, attending Chapman, and attending a public high school. Yet, her educational experience was much more enriching than mine considering differences in our racial backgrounds, access to quality schools, first-generation college student status, city of origin, and family socio-economic status. This assignment and the interview results are a true example of advocating for inclusive and supportive environments considering through this interview I was able to identify major differences in educational access and hindrances that exist for students in marginalized communities. This paper shows clear gaps in urban public-school education compared to privilege public schools within wealthier zip codes which is a social issue. Also, this assignment takes into account multiple perspectives and engages the perspective of learners and stakeholders involved to find both similarities and differences that support and advocate for educational equity and access. Both of which can and will be used to inform my future career which involves analyzing and recommending changes needed to improve equity and advocate for marginalized individuals and communities through prioritizing personal interventions, community centered research, increased youth emotional and academic support, and holistic family resources.
The Impact of External Experiences on Urban Youth Behaviors-Final
The Impact of External Factors on Urban Youth Education
This research paper is the product of a five-month study I conducted as a part of an independent study through the IES program. As a part of an internship, I worked closely with 6th grade students in an afterschool program providing behavioral and emotional support and noticed a trend between student behavior, complications in a student’s personal life, and low academic outcomes. I explored this connection through a qualitative study that involved observations, one-on-one interviews, a focus group, and census data collection to answer the following question: In what ways are youth behaviors in educational settings influenced by external community experiences? This study found that students are experiencing a variety of challenges within the home, community and schools that are impacting their academic mobility and emotional/ psychological well-being. Considering my future career is crafted with the intention to address student barriers in the home, school, and community with the purpose of promoting academic and career success, this study served as a pilot to this work.
Research in general is a great way to advocate for different communities and needs considering it addresses a problem or concern with evidence and often ends with recommendations for changes. Research can and has been used to inform educational policy, suggest changes or additions to programs, and identify concerns within practices to support marginalized communities. As an advocate for inclusive and supportive communities, this study demonstrates my dedication to increasing racial, psychological, and systemic awareness and efforts to increase equity and access through my involvement with research informed interventions and my ability to connect with students, educators and families to identify needs. This study serves to identify gaps and current hinderances that exists for students of color and highlight student needs with testimonial evidence to recommend changes and additions to the current public school practices. Students, parents, and educators all shared their experienced input on educational barriers and challenges within urban communities which demonstrates the use of multiple perspectives of learners and stakeholder. This also exhibits the use of multiple perspectives in the advocate process that are signified through this study and alludes at my future career plans.