In Lisa Delpit's piece, The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children, she says, "Children from middle-class homes tend to do better in school than those from non-middle class homes because the culture of the school is based on the culture of the upper and middle class--of those in power" (Delpit). The culture of minorities, or simply those who are not part of the upper or middle class, has a tendency to be forgotten or ignored in public schools today. Also, as brought up in Hunger of Memory, "bilingual schooling" is supposed to work to incorporate other cultures and languages, but it ends up being used simply to assimilate the other cultures to the culture of power: English. These tendencies is unfortunate because it ends up alienating many students and putting them at a disadvantage from the beginning.
"Language domination leads to 'exclusion and condemnation of one's language' and is accomplished by "an ideological drive which potentially marginalizes or excludes those who either refuse or are unwilling to conform" (4).
"Why can't she remember that?": The importance of storybook reading in multilingual, multicultural classrooms by Terry Meier discusses the importance of keeping students interested in what they are learning. If you can relate what is being taught to something relevant to the students' interests or lives, they will be much more inclined to participate and eager to learn.
"[The teacher is] always talking about [chemistry], and I was like I didn't even know that science was going to be in cosmetology. Learning the formulas to mix dyes and perm solutions made science understandable and relevant to her in a way that her academic courses had not" (16)
"Our analysis suggests how school practices largely determine students' school trajectories and potentially limit their educational opportunities. This study's significance lies in the tensions it reveals between the power of school practices and the quiet ways that students may create space by which they can name their school lives as successful" (2).
"Recent studies of students and their positioning in school illustrates how students come to be identified in particular ways and how they respond to, resist, or reconfigure themselves in response to the positional identities they have acquired A number of studies also illustrate how such positioning shapes school performance" (3).
"Like Brookhaven, Cooper occupied a middle ground in the district, meeting academic goals by focusing on test skills in the regular tracks. Students in honors and Advanced Placement (AP) classes had more opportunities for exploratory or critical learning because students in these tracks were considered both willing and able to take advantage of such instructions" (6-7).
"…removing her from all honors classes, however, illustrated one means by which Esme's academic opportunities were constrained. The school's actions perpetuated her positioning as struggling in an "all or nothing" way that failed to recognize her academic strengths, a process further compounded by her enrollment in a remedial reading class that even her teacher believed was inappropriate" (13).
"Although these easy classes allowed her to be positioned as successful, they did not provide her with the academic skills she needed in order to complete high school requirements" (19).
"Esme's placement in resource and remedial classes throughout middle and high school not only illustrated this misplacement but also underscored the finding that 'the intersection of race, class, and disability may play a substantial roll in facilitating differential and inequitable access to college preparation'" (20).