Ch.7 Spotlight Presentation

Ch.7 Spotlight Presentation

Published on 9 July 2021
JA
Transcript
00:00
Dear Ms Joscelin , What was the hierarchical structure like from 1880-1960 and how did it favor or marginalize different groups? -Edgar
00:07
The First Group we  will look at are the Catholics
00:15
The Third Plenary Council of Baltimore, 1884 wanted to establish perish schools near every church where all Catholic parents should be bound to send their children to the parish school.
00:21
Why a Perish School and not just the common school?
00:21
00:21
principles of religion necessary for good citizenship religion is important in the forming of childhood & youth
00:21
"education, in order to foster civilization, must foster religion. Now the three great educational agencies are the home, the Church, and the school.- Therefore, each of them, to do its part well, must foster religion" (pg. 172). 
00:34
The second group we will look at is the Immigrant/ Jewish Experience
00:42
Immigrants needed to assimilate speak English follow Christian faith go through initiation
00:48
Had special classes
00:48
"two pupils holding to his opinion, but both submitting to the common law"
00:48
Needed perfect English pronunciation
00:54
The next people we will discuss are first people's and Native American boarding schools
01:02
Sent away from their families cut their hair forced conversion completely in adequate schools, health services and living standards
01:09
"The outstanding deficiency is in the diet furnished the Indian children many of whom are below normal health" (pg.180). "major diseases of the Indians are tuberculosis and trachoma" (pg.180). "They shut off the light and air from the inside rooms, which are still filled with beds beyond their capacities. The toilet facilities-are-not properly maintained or conveniently located. The supply for soap and towels has been inadequate" (pg. 181). "Indian service has lacked the funds to-aid the children when they leave school either to find employment away from the reservation or to return to their homes and work out their salvation there" (pg.182).
01:38
The fourth group we will talk about  are and is the Asian Experience in CA
01:45
1906 Chinese & Japanese students were segregated from whites 1921 separate schools for Orientals 1921 strict regulations on Japanese language schools 1913 alien land law of this state 1918 Americanization campaign
01:51
Marginalized through segregation exclusion hate laws the prohibited asians from coming into the U.S., owning land or renting land for more then 3 years
01:58
The fifth group we will talk about is about the Mexican American  experience
02:04
Mexican American schooling was segregated stereotyped bilingual handicap "special teachers" not cared for
02:12
-Mexican schools usually lack the play facilities, cafeteria, and auditorium of the big school" (pg. 194). 
02:15
Spanish
02:15
-"Sterotyped thinking of prejudiced teachers often results in false generalizations about Spanish-speaking children" (pg. 194). -"we just let them slide through if they don't measure up. In the higher grade levels they are advised to take  woodwork, machine, and print shop, gardening, art, sewing or cosmetology" (pg. 187).
02:28
The last group we will talk about is the Puerto Rican's
02:35
After WWII and since the U.S. war with Spain in 1989 Puerto Ricans began moving to NY in large numbers.
02:41
Marginalized orientation schools Oral and written communication in English Citizenship and American heritage
02:41
Favored "schools arrange to have bilingual parents  unduly at regular times during the week" 200 "Be paced to meet the individual needs of the child" 202 Had an entire list of teachers should not
02:50
In conclusion almost every group that is not white, heterosexual, protestant or male has in someway been marginalized in the educational system in the U.S.