Defining My Surroundings
The Webster Dictionary defines neighborhood as a section of a town or city, or the people who live near each other. My definition differs slightly; to me a neighborhood is not just a close proximity of houses. A neighborhood does not have to be close to your physical location. A neighborhood a location where you are connected to. Although, I use the word location, I do not intend to use it in its physical context. Location can be a place in your heart that you cherish; it can be an idea, a state of mind.
My definitions for:
~Community- Adding people or animals to a neighborhood or a specific location, a safe zone.
~Environment- Surroundings,feelings, spiritual environment (ideas, philosophies) as well as physical environment (nature. etc.)
~Nature- Behavir of humans, animals etc. The biotic and abiotic factors in the environment
~What do these ideas mean to you?
These ideas represent the interactions we make throughout our life. These 4 aspects cannot be absent from an individuals life. As humans we need to be a part of a community, to be something greater than just a single entity. We are constantly in some kind of an environment, our home environment, school environment, natural environment. And lastly nature, we are brought up in a natural environment (personally I don't live in a bubble in space), therefore we interact with plants, animals, other humans etc.
How do you see your relationship to each of these?
I feel like I reside in my neighborhood when considering the literal meaning of neighborhood (things surrounding my home) A community is something that I feel I belong to. My environment is where I am or how I feel at the moment. For example my environment could be happiness from a positive state of mind or commercial buildings and technology from the urban environment I live in. Nature is the natural factors that surround me (trees, plants, animals etc.). It is also the nature of humans; my own nature, being reserved and quiet... for the most part.
How do you see yourself in these various places
Unlike the many people in our class who have shared that they do not like their neighborhood, I on the other side do. I do not posses a special relationship with where I reside, but I do feel comfortable and happy in my neighborhood. When looking at community, I feel like this is what I am a part of or am attached to (ex. Polish community). I see myself engaged in my environment, influencing it in both positive and negative ways (ex. adding to human capital(pos.) polluting (neg.)) I am a part of nature, an animal that evolved from the common ancestor of humans.
My definitions for:
~Community- Adding people or animals to a neighborhood or a specific location, a safe zone.
~Environment- Surroundings,feelings, spiritual environment (ideas, philosophies) as well as physical environment (nature. etc.)
~Nature- Behavir of humans, animals etc. The biotic and abiotic factors in the environment
~What do these ideas mean to you?
These ideas represent the interactions we make throughout our life. These 4 aspects cannot be absent from an individuals life. As humans we need to be a part of a community, to be something greater than just a single entity. We are constantly in some kind of an environment, our home environment, school environment, natural environment. And lastly nature, we are brought up in a natural environment (personally I don't live in a bubble in space), therefore we interact with plants, animals, other humans etc.
How do you see your relationship to each of these?
I feel like I reside in my neighborhood when considering the literal meaning of neighborhood (things surrounding my home) A community is something that I feel I belong to. My environment is where I am or how I feel at the moment. For example my environment could be happiness from a positive state of mind or commercial buildings and technology from the urban environment I live in. Nature is the natural factors that surround me (trees, plants, animals etc.). It is also the nature of humans; my own nature, being reserved and quiet... for the most part.
How do you see yourself in these various places
Unlike the many people in our class who have shared that they do not like their neighborhood, I on the other side do. I do not posses a special relationship with where I reside, but I do feel comfortable and happy in my neighborhood. When looking at community, I feel like this is what I am a part of or am attached to (ex. Polish community). I see myself engaged in my environment, influencing it in both positive and negative ways (ex. adding to human capital(pos.) polluting (neg.)) I am a part of nature, an animal that evolved from the common ancestor of humans.
Group Mapping Reflection
When I was first introduced to the mental mapping process I believed it to seem like a first grade project of illustrating my house and neighborhood. This idea of mine was way off as I realized the importance of a neighborhood beyond its location. To my surprise, I did not illustrate my home as a house, but a sunny tropical location, this altered my perception of mental mapping. I also noticed that some individuals did not have actual places representing their neighborhoods, but rater pictures of people and ideas. From the mental mapping process, I have learned the importance of having the access to certain places and how big of an impact they make on individual lives. Since we've done mental mapping among teenagers from the age of 15-18 one of my questions would be to see the way older individuals, elderly, or young kids analyze their their neighborhoods.
For our purposes of analyzing how teenagers view their neighborhoods mental mapping was a great process that helped us compare major themes among all of our maps. These themes led us to further discussions about the need to escape, stereotypes, and identity vs. culture. It was amazing to see that from a few maps we were able to make distinctions between a group of people, and the world.
The mental mapping process also made me realize that people in different places often long for the same things.I was surprised by the fact that many people did not feel connected to their neighborhoods. Personally I never analyzed my connection to my neighborhood, but after completing this project I have noticed that the memories made in the places surrounding my neighborhood give it meaning. Now I understand how one cannot be connected to his or her neighborhood as they may not have special memories in that specific place. I was not surprised that a lot of people put food and food stores/ restaurants on their maps. Being teenagers, we are a bunch of hungry people.
The group coding was the most beneficial for my understanding of the mental mapping process. Coding provided a more significant meaning and connected the place to an individual. In my group as we were writing codes for one another, I made a note that a lot of the codes revolved around family, culture, and view of the individual. Even though our families were from different countries, they settled / connected to places that connected them to their culture. Even if their neighborhoods did not provide a sense of connection to their cultures, the individuals often visited other areas and location that did.
By completing this project I believe that I can make an educated answer to the question of wether our neighborhood shapes us or we shape our neighborhood? As we talked about gentrification, and completed this project I believe that there is a circular relationship similar to the cause and effect relationship. Our neighborhood certainly has an impact on us, but we also influence our neighborhood and carry an impact on it.
When I was first introduced to the mental mapping process I believed it to seem like a first grade project of illustrating my house and neighborhood. This idea of mine was way off as I realized the importance of a neighborhood beyond its location. To my surprise, I did not illustrate my home as a house, but a sunny tropical location, this altered my perception of mental mapping. I also noticed that some individuals did not have actual places representing their neighborhoods, but rater pictures of people and ideas. From the mental mapping process, I have learned the importance of having the access to certain places and how big of an impact they make on individual lives. Since we've done mental mapping among teenagers from the age of 15-18 one of my questions would be to see the way older individuals, elderly, or young kids analyze their their neighborhoods.
For our purposes of analyzing how teenagers view their neighborhoods mental mapping was a great process that helped us compare major themes among all of our maps. These themes led us to further discussions about the need to escape, stereotypes, and identity vs. culture. It was amazing to see that from a few maps we were able to make distinctions between a group of people, and the world.
The mental mapping process also made me realize that people in different places often long for the same things.I was surprised by the fact that many people did not feel connected to their neighborhoods. Personally I never analyzed my connection to my neighborhood, but after completing this project I have noticed that the memories made in the places surrounding my neighborhood give it meaning. Now I understand how one cannot be connected to his or her neighborhood as they may not have special memories in that specific place. I was not surprised that a lot of people put food and food stores/ restaurants on their maps. Being teenagers, we are a bunch of hungry people.
The group coding was the most beneficial for my understanding of the mental mapping process. Coding provided a more significant meaning and connected the place to an individual. In my group as we were writing codes for one another, I made a note that a lot of the codes revolved around family, culture, and view of the individual. Even though our families were from different countries, they settled / connected to places that connected them to their culture. Even if their neighborhoods did not provide a sense of connection to their cultures, the individuals often visited other areas and location that did.
By completing this project I believe that I can make an educated answer to the question of wether our neighborhood shapes us or we shape our neighborhood? As we talked about gentrification, and completed this project I believe that there is a circular relationship similar to the cause and effect relationship. Our neighborhood certainly has an impact on us, but we also influence our neighborhood and carry an impact on it.
Adbusters Project
Objective: Complete a content analysis of the advertisements in my neighborhood.
Methodology
Data Collection:
The pictures taken of the advertisements were randomly taken. The advertisements that I documented were ads around my neighborhood and around my school. These ads were taken in the subway station, at bus stops, stores and telephone/ stand booths. I did not have a specific focus in mind when I collected my data ( i was not looking for only one category of advertisements.) Considering the location of my neighborhood and its reputation (rich), I believed that there were many advertisements promoting different things for the consumers. There is a total of 30 advertisements.
Data Analysis:
These advertisements will be categorized by what they are promoting and what they contain in them. I constructed two separate graphs to show the theme of the advertisement and what is used in the advertisements. I used the inductive method to analyze my data. First, I observed all of the pictures I have taken of the advertisements. Then from observing the similarities and differences of the ads, I created categories that the advertisements could fit in (categories can be found in below) . I counted the different representations of themes and things present in the ad for all of my documented advertisements. I first made a chart and then imputed my information to the excel spreadsheet to create the graphs below. I believed there to be a difference in the products and messages advertised.
Data Analysis for "Themes of Advertisements Graph"
The themes of advertisements are separated into the categories of: service, lottery, products, traveling, food, perfume, clothing, entertainment and technology. Some advertisements were used more than once in different categories (for example the Iphone advertisement was used in products and technology) There were 5 advertisements that promoted service, 1 promoted the lottery, 15 promoted general products/ actual items, 2 promoted traveling, 4 promoted food, 2 promoted perfume, 4 promoted clothing, 6 promoted entertainment, and 7 promoted technology.
Data Analysis for "Used in Advertisements Graph"
This graph represents what is used to advertise the product, service or message in the advertisements. 28 advertisements mentioned the name of the product along with it's image in the advertisement. 2 advertisements just contained the name of the brand or company without an image of the product they were promoting. 2 advertisements advertised only the product without the brand or company name. 17 advertisements used models or actors to promote their product, message or service. A females face/ upper body (including face) was used in the advertisements 4 times. A male face/ upper body (with face) was used in advertisements 6 times) Full body with face (both genders) were used 5 times in advertisements to promote something. No face just the body (female) was used to promote something in the advertisement one time. There were 4 iphone advertisements in my neighborhood/ school area.
Methodology
Data Collection:
The pictures taken of the advertisements were randomly taken. The advertisements that I documented were ads around my neighborhood and around my school. These ads were taken in the subway station, at bus stops, stores and telephone/ stand booths. I did not have a specific focus in mind when I collected my data ( i was not looking for only one category of advertisements.) Considering the location of my neighborhood and its reputation (rich), I believed that there were many advertisements promoting different things for the consumers. There is a total of 30 advertisements.
Data Analysis:
These advertisements will be categorized by what they are promoting and what they contain in them. I constructed two separate graphs to show the theme of the advertisement and what is used in the advertisements. I used the inductive method to analyze my data. First, I observed all of the pictures I have taken of the advertisements. Then from observing the similarities and differences of the ads, I created categories that the advertisements could fit in (categories can be found in below) . I counted the different representations of themes and things present in the ad for all of my documented advertisements. I first made a chart and then imputed my information to the excel spreadsheet to create the graphs below. I believed there to be a difference in the products and messages advertised.
Data Analysis for "Themes of Advertisements Graph"
The themes of advertisements are separated into the categories of: service, lottery, products, traveling, food, perfume, clothing, entertainment and technology. Some advertisements were used more than once in different categories (for example the Iphone advertisement was used in products and technology) There were 5 advertisements that promoted service, 1 promoted the lottery, 15 promoted general products/ actual items, 2 promoted traveling, 4 promoted food, 2 promoted perfume, 4 promoted clothing, 6 promoted entertainment, and 7 promoted technology.
Data Analysis for "Used in Advertisements Graph"
This graph represents what is used to advertise the product, service or message in the advertisements. 28 advertisements mentioned the name of the product along with it's image in the advertisement. 2 advertisements just contained the name of the brand or company without an image of the product they were promoting. 2 advertisements advertised only the product without the brand or company name. 17 advertisements used models or actors to promote their product, message or service. A females face/ upper body (including face) was used in the advertisements 4 times. A male face/ upper body (with face) was used in advertisements 6 times) Full body with face (both genders) were used 5 times in advertisements to promote something. No face just the body (female) was used to promote something in the advertisement one time. There were 4 iphone advertisements in my neighborhood/ school area.
Content Analysis
Critical Discourse Analysis:
The advertisement for Banana Republic in the subway station on Lexington Ave. and 59th Street. The advertisement portrays two images. A man standing outside in the brands clothes. And a couple with a dog (what looks like a dalmatian) together outside also representing the Banana Republic clothes. It is sowing in the advertisement, portraying a image of selling winter clothes. I chose this advertisement due to the fact that this entire station was plastered with only Banana Republic Advertisements. There were different advertisements, but they all represented the same brand. I questioned the importance and purpose of the specifically Banana Republic brand, as I noticed a lack of variety between the advertisements in that train station.
The advertisement for Banana Republic in the subway station on Lexington Ave. and 59th Street. The advertisement portrays two images. A man standing outside in the brands clothes. And a couple with a dog (what looks like a dalmatian) together outside also representing the Banana Republic clothes. It is sowing in the advertisement, portraying a image of selling winter clothes. I chose this advertisement due to the fact that this entire station was plastered with only Banana Republic Advertisements. There were different advertisements, but they all represented the same brand. I questioned the importance and purpose of the specifically Banana Republic brand, as I noticed a lack of variety between the advertisements in that train station.
Findings
The Themes of Advertising graph illustrated that products are most advertised in my neighborhood. Technology and entertainment especially are more advertised than traveling, the lottery or perfume.
In the Used to Advertise graph I noticed that in almost all of the advertisements the brand or name of the product were present. The Iphone received it's own category due to the fact it was present almost everywhere I went. The iphone 5c was so heavily advertised that I managed to find Ads for all of the colors of the iphone in a single train station in my neighborhood (more ads were present on the streets as well). I was surprised to see that the male face/upper body was used more to advertise products than the female face/upper body. I believe this is not a significant indicator of advertising as my data was randomly collected.
When looking at this advertisement in the Critical Discourse Analysis I am instantly drawn to the happiness and posture of the people. If I buy the clothes will I find a handsome significant other and look as happy as the couple in the picture? (maybe the guy that is in the picture next to the couple). The way the clothes are advertised make consumers believe that their life will be suddenly filled with happiness. This is a form of advertising that can show the consumers that they absolutely NEED these clothes to have a better and happier life. When analyzing the advertisement further, I notice that actual people wouldn't wear these clothes in the winter. It is snowing in the advertisement, it shocks me that the models are so happy as I would be freezing to my bones (of course we all know that that is fake snow). I also noticed a dog in the advertisement to the right. Now it it makes "perfect", an all American couple with a pure breed dog. The clothes themselves express formality (black and white) (even a black and white dog to match the ad!). This gives the people in the ad a sense of importance as they are dressed formal yet casual. Maybe if I wear clothes I will be important as well? These might be the unconscious thought of the consumers who are viewing the advertisement. The location of the ad is also interesting as it is located in the subway station on 59th Street and Lexington Ave ( almost right under Bloomingdales). This Ad does not have the "Banana Republic" name printed on it, don't let that fool you as almost the entire station is plastered with the ads that are only for Banana Republic, and most of the other ads do contain the brand name. Because of it's location, the reputation of the brand and how it is advertised, I feel like the brand is advertised to wealthier people, to attract status and importance.
Discussion
1) From the project I've learned that there are many ways that an advertisement can be portrayed to the public. Advertisements often do not only focus on the item or the message that they are promoting but also on how they can advertise the item or message to appeal to the people. I realized that when I look into the deeper meaning behind the advertisements I notice that many are not realistic. The events in the Ad do not correlate with how the product is represented. Also I was surprised to find how heavily the iphone was advertised. The fact that one of the iphone Ads contained only a colored background, the name "iphone 5c" and the apple symbol was very interesting. If we were to see this ad 5 years ago we would have no idea of what the product was. But the influence of the apple technology in today's society has made it so that people no longer need to see an image of the product to know exactly what it is.
2) I feel like the advertisements are setting a standard for individuals. They seem to promote something that all people should have or should appeal to. There are no differences in the advertisements, as they do not appeal to individuality but rather tell people to strive towards a common ideal (that product). Some advertisements may have a hidden objective to target a specialized group of people, but ultimately they are viewed by a variety of individuals. They do not take the differences into account as the ads portray that everyone should have the item or the message advertised. This matters because it creates a single view of what is "right", "good", or even "cool" for the people. It is quite ironic because if everyone were to get that item it would no longer be an exclusive commodity, but ii advertises itself as such.
3) Why are the advertisements advertised as they are?
Why does there need to be a standard set to strive towards?
Why are some items not realistically advertised (Banana Republic)?
Why are there hidden motives of advertising behind the image of the product/ message?
Why do advertisements target specific individuals?
How to people who make advertisements decide what will appeal to consumers?
The Themes of Advertising graph illustrated that products are most advertised in my neighborhood. Technology and entertainment especially are more advertised than traveling, the lottery or perfume.
In the Used to Advertise graph I noticed that in almost all of the advertisements the brand or name of the product were present. The Iphone received it's own category due to the fact it was present almost everywhere I went. The iphone 5c was so heavily advertised that I managed to find Ads for all of the colors of the iphone in a single train station in my neighborhood (more ads were present on the streets as well). I was surprised to see that the male face/upper body was used more to advertise products than the female face/upper body. I believe this is not a significant indicator of advertising as my data was randomly collected.
When looking at this advertisement in the Critical Discourse Analysis I am instantly drawn to the happiness and posture of the people. If I buy the clothes will I find a handsome significant other and look as happy as the couple in the picture? (maybe the guy that is in the picture next to the couple). The way the clothes are advertised make consumers believe that their life will be suddenly filled with happiness. This is a form of advertising that can show the consumers that they absolutely NEED these clothes to have a better and happier life. When analyzing the advertisement further, I notice that actual people wouldn't wear these clothes in the winter. It is snowing in the advertisement, it shocks me that the models are so happy as I would be freezing to my bones (of course we all know that that is fake snow). I also noticed a dog in the advertisement to the right. Now it it makes "perfect", an all American couple with a pure breed dog. The clothes themselves express formality (black and white) (even a black and white dog to match the ad!). This gives the people in the ad a sense of importance as they are dressed formal yet casual. Maybe if I wear clothes I will be important as well? These might be the unconscious thought of the consumers who are viewing the advertisement. The location of the ad is also interesting as it is located in the subway station on 59th Street and Lexington Ave ( almost right under Bloomingdales). This Ad does not have the "Banana Republic" name printed on it, don't let that fool you as almost the entire station is plastered with the ads that are only for Banana Republic, and most of the other ads do contain the brand name. Because of it's location, the reputation of the brand and how it is advertised, I feel like the brand is advertised to wealthier people, to attract status and importance.
Discussion
1) From the project I've learned that there are many ways that an advertisement can be portrayed to the public. Advertisements often do not only focus on the item or the message that they are promoting but also on how they can advertise the item or message to appeal to the people. I realized that when I look into the deeper meaning behind the advertisements I notice that many are not realistic. The events in the Ad do not correlate with how the product is represented. Also I was surprised to find how heavily the iphone was advertised. The fact that one of the iphone Ads contained only a colored background, the name "iphone 5c" and the apple symbol was very interesting. If we were to see this ad 5 years ago we would have no idea of what the product was. But the influence of the apple technology in today's society has made it so that people no longer need to see an image of the product to know exactly what it is.
2) I feel like the advertisements are setting a standard for individuals. They seem to promote something that all people should have or should appeal to. There are no differences in the advertisements, as they do not appeal to individuality but rather tell people to strive towards a common ideal (that product). Some advertisements may have a hidden objective to target a specialized group of people, but ultimately they are viewed by a variety of individuals. They do not take the differences into account as the ads portray that everyone should have the item or the message advertised. This matters because it creates a single view of what is "right", "good", or even "cool" for the people. It is quite ironic because if everyone were to get that item it would no longer be an exclusive commodity, but ii advertises itself as such.
3) Why are the advertisements advertised as they are?
Why does there need to be a standard set to strive towards?
Why are some items not realistically advertised (Banana Republic)?
Why are there hidden motives of advertising behind the image of the product/ message?
Why do advertisements target specific individuals?
How to people who make advertisements decide what will appeal to consumers?
Social Action Project Reflection
After completing the Ad Busters project, I uncovered many issues with how advertising is portrayed in our daily lives. The Social Action Project helped me to organize my critical ideas and formulate solutions. Although I was not present in class to see how other groups formed solutions to the issues of advertisement, I definitely learned a lot from my group mates. The members of my group had many ideas with how to portray the problem to the public and how to create possible solutions. We researched things such as "love your body" campaigns and events and looked for other videos that represented our thoughts. Ruthy even researched a movie about the control of consumerism and watched it at home to broaden our perspective this topic ("They Live"). As with many interesting issues and topics we cover in class, I felt that I had a large amount of feelings that I did not necessarily know how to handle. I really enjoyed this project because it helped me better understand my feelings towards how to view advertisements and what to do about them.
My group and I decided to make an informational video that proposed the problem that media and advertisement create. People are always engaged in watching television or listening to other forms of media, this often formulates their view on certain aspects of life. In the consumer society, media creates an image that it is absolutely necessary for a person to purchase a specific item in order to improve his or her life. This creates a continuous cycle to the people "buying" into the messages he or she is receiving. It is almost like an addiction, he or she believes that consuming things makes his or her life better. To convey this message, my group and I chose a serious/ scary theme for our video. First we introduced "hypnosis," all of the messages we are taught in school, in our every day lives from the voices we listen to. This was eye opening as we were able to stop and see what messages we are receiving from the world. Next we showed the problems in how media portrays women and how it creates single standards of beauty and a correct "attractive" physical look for both genders. We also provided factual evidence in the form of facts to show how people are actually affected by the messages they receive from the media. We used another video that supported our view and showed how people comply to the messages and are basically brainwashed.
After all of our supporting evidence to the problem our group proposed solutions. Our main solution was to spread awareness and to discontinue the "cycle." We showed how the media in negatively affecting us if we let it control our actions. We also proposed events such as "love your body" campaigns and emphasized self worth beyond the popular view of our society.
My group and I decided to make an informational video that proposed the problem that media and advertisement create. People are always engaged in watching television or listening to other forms of media, this often formulates their view on certain aspects of life. In the consumer society, media creates an image that it is absolutely necessary for a person to purchase a specific item in order to improve his or her life. This creates a continuous cycle to the people "buying" into the messages he or she is receiving. It is almost like an addiction, he or she believes that consuming things makes his or her life better. To convey this message, my group and I chose a serious/ scary theme for our video. First we introduced "hypnosis," all of the messages we are taught in school, in our every day lives from the voices we listen to. This was eye opening as we were able to stop and see what messages we are receiving from the world. Next we showed the problems in how media portrays women and how it creates single standards of beauty and a correct "attractive" physical look for both genders. We also provided factual evidence in the form of facts to show how people are actually affected by the messages they receive from the media. We used another video that supported our view and showed how people comply to the messages and are basically brainwashed.
After all of our supporting evidence to the problem our group proposed solutions. Our main solution was to spread awareness and to discontinue the "cycle." We showed how the media in negatively affecting us if we let it control our actions. We also proposed events such as "love your body" campaigns and emphasized self worth beyond the popular view of our society.
Educational Autobiography
From my experience with public schooling, both in America and in Poland, I have come to remember a few occurrences that I can now critically analyze in depth. Since I have only graduated the 4th grade in Poland, in the public education system, I do not remember much. I do remember, however, a time where the teacher favored the smartest student in class. As I continued my schooling in America, I witnessed this idea of “favoritism” quite often. Now that I have come to think of it, maybe the reason behind giving the “smartest” girl in the class in the 4th grade a lead role in the school play wasn’t because she was the most talented, but it was because she was labeled to have the “capacity” to recite and speak “well.” In America I’ve observed a variety of teachers; one’s who conform to the main view of teaching, and others who don’t. In the 5th grade I did not speak a word of English, but that did not stop my teacher from giving me her extra time to make sure I understood the material she was teaching, even if it meant staying after school. She also gave all of the students candy at dismissal, since it was my first year at school in America I believed that that was the custom in all schools, but I soon found out that it was not true. I wonder about the reason behind her kindness. Was it out of love for her students? Or was it that it was a low-income minority class of students, and she wanted to make sure we had access to candy? Maybe both?
In the sixth grade I entered middle school as an ESL student who was part of an all English Second Language class. Since ESL classes are labeled below general education classes, in rankings, many teachers had low expectations of the students in my class. I realize this as I remember when my history teacher claimed I cheated on a test because I was the only one to get a good score. Because my teacher had a specific mindset toward us, and because most of the kid’s test scores proved her theory to be correct, she believed that me getting a hundred on a test was impossible, so she accused me of cheating.
My middle school was very divided between the class titles. There was an ESL class, general education classes, second honors classes, and high honors classes. I believe that I can deeply analyze the public education system because in those three years I have managed to move from the lowest ranked class to the highest ranked class. From my experience I can say that the labeling of classes gives a feeling of superiority to the highest classes and a feeling of dislike toward the highest classes by the lower classes. My ESL teacher took a specific interest in me; the idea of favoritism came into play as he saw a greater “capacity” in me than in other students. Maybe it was because I was white? I am not sure of the reason, because I saw myself as equal to all of the other students in the class. When I transferred from ESL to second honors, my friends did not say anything negative, I was the only one to pass the English Second Language Exam, I found this very hard to believe as I immigrated to America just two years ago and recently learned the language, while kids who were born in the country and were labeled as ESL students from the beginning of their public school carriers were unable to pass the exam. I now see that the “system” had created an unconscious feeling of inferiority in the students. I believe that because they were told that they are unacceptable of learning the language correctly, they started to believe the idea and were discouraged to brake free from the stereotypes. Just like we learned from our readings, the education system was reproducing the same social class.
When I transferred from the second honors to the high honors, my ESL friends began to call me a “nerd.” They still associated with me at lunch but teased me about being in a high class. When I started to hang out with kids from the highest class they began to ask me why I hang out with the lower classes, as if they didn’t approve of associating with anyone else but their own class rank. The creation of educationally higher and lower classes created a division among how students of different classes view each other.
On the first day of high school, I was magically placed in an ESL class. (Me being labeled by the system) After writing my homework for the class the teacher told me that I clearly don’t belong in it. After showing my middle school report card to the administration, I was placed in mostly honors classes due to my previous grades in middle school. This makes me realize that grades are not important when it comes to self-evaluation, but they definitely matter when someone else is judging you. The first day of school is where I can clearly pinpoint my artificial thinking. I believed that I absolutely needed and deserved to be in honors classes, and I would not be in any general classes. I believe that I developed this idea from me wanting to strive to the “top” in my middle school, since I achieved that goal, I couldn’t move down the educational ladder now.
Today, thanks to the global environment class, I understand that I developed some ideas that were only what I could see on the surface of education. I can now understand the true actions of teachers and students and the actual reasons behind them. I can make my own observations by critically analyzing what I see and applying the knowledge I have gained from the class. Most of all I can now create my own decisions based on my own thinking (mostly) being uninfluenced by the stereotypes and common views that are reproduced in the public education system.
In the sixth grade I entered middle school as an ESL student who was part of an all English Second Language class. Since ESL classes are labeled below general education classes, in rankings, many teachers had low expectations of the students in my class. I realize this as I remember when my history teacher claimed I cheated on a test because I was the only one to get a good score. Because my teacher had a specific mindset toward us, and because most of the kid’s test scores proved her theory to be correct, she believed that me getting a hundred on a test was impossible, so she accused me of cheating.
My middle school was very divided between the class titles. There was an ESL class, general education classes, second honors classes, and high honors classes. I believe that I can deeply analyze the public education system because in those three years I have managed to move from the lowest ranked class to the highest ranked class. From my experience I can say that the labeling of classes gives a feeling of superiority to the highest classes and a feeling of dislike toward the highest classes by the lower classes. My ESL teacher took a specific interest in me; the idea of favoritism came into play as he saw a greater “capacity” in me than in other students. Maybe it was because I was white? I am not sure of the reason, because I saw myself as equal to all of the other students in the class. When I transferred from ESL to second honors, my friends did not say anything negative, I was the only one to pass the English Second Language Exam, I found this very hard to believe as I immigrated to America just two years ago and recently learned the language, while kids who were born in the country and were labeled as ESL students from the beginning of their public school carriers were unable to pass the exam. I now see that the “system” had created an unconscious feeling of inferiority in the students. I believe that because they were told that they are unacceptable of learning the language correctly, they started to believe the idea and were discouraged to brake free from the stereotypes. Just like we learned from our readings, the education system was reproducing the same social class.
When I transferred from the second honors to the high honors, my ESL friends began to call me a “nerd.” They still associated with me at lunch but teased me about being in a high class. When I started to hang out with kids from the highest class they began to ask me why I hang out with the lower classes, as if they didn’t approve of associating with anyone else but their own class rank. The creation of educationally higher and lower classes created a division among how students of different classes view each other.
On the first day of high school, I was magically placed in an ESL class. (Me being labeled by the system) After writing my homework for the class the teacher told me that I clearly don’t belong in it. After showing my middle school report card to the administration, I was placed in mostly honors classes due to my previous grades in middle school. This makes me realize that grades are not important when it comes to self-evaluation, but they definitely matter when someone else is judging you. The first day of school is where I can clearly pinpoint my artificial thinking. I believed that I absolutely needed and deserved to be in honors classes, and I would not be in any general classes. I believe that I developed this idea from me wanting to strive to the “top” in my middle school, since I achieved that goal, I couldn’t move down the educational ladder now.
Today, thanks to the global environment class, I understand that I developed some ideas that were only what I could see on the surface of education. I can now understand the true actions of teachers and students and the actual reasons behind them. I can make my own observations by critically analyzing what I see and applying the knowledge I have gained from the class. Most of all I can now create my own decisions based on my own thinking (mostly) being uninfluenced by the stereotypes and common views that are reproduced in the public education system.