RES 5535: Race, Class, and Gender in Literacy Research (summer 2010)

Wow even though Laurie and Jake were both children growing up in working class families they lived very different lives. Laurie longed for the influence of a father. Jake lived with both parents and the person he looked up to the most was his father. Jake was described as a successful learner at home. He learned by doing at home. He was allowed to move freely from one activity to another. He was very hands on and was encouraged but not forced to work with his dad. Deborah Hicks committed when observing Jake at home she frequently found him work side by side with his dad. His dad worked in carpentry and mechanical contracting. Jake’s dad was a self-taught man, with a ninth grade education. He was direct in his nature and believed that children learn by doing. Jake’s discourse at home continued when beginning kindergarten. In kindergarten Jake was able to continue to move from one activity to another in much the same fashion he did at home. He preferred centers that focused on building things and putting together puzzles. However he did not enjoy activities that involved reading or writing. Overall Jake liked kindergarten.
Gender was definitely a factor in their home. Jake’s younger sister Lee Ann played dress up and decorated her room in pastel colors while Jake dressed up as NASCAR drivers and played video games. Jake like many children his age did not like to sit still for long periods of time. Jake was constantly on the move at home. This proved to be an issue when entering a more traditional school setting in first grade. Jake did not like to sit for long periods of time to complete an activity such as reading. Like Laurie, Jake struggled academically in first grade. I struggled with the discrepancy of how he was viewed at home and at school. His parents told Ms. Hick’s that he was extremely gifted and an excellent reader. However this was not demonstrated through his lessons at school. I was concerned that there was a lack of communication between his teachers and family. His teacher should have conference with his family to let them know what was expected academically of Jake. Jake though struggling academically was viewed as a student who followed the rules. I’m sure Jake was frustrated in first grade which was why he was move physically expressive at home. He didn’t want to risk getting in trouble at school and held it all in until he got home. We have all been guilty of this from time to time. I’ve always said my family gets the worst side of me. I wish Jake’s first grade teacher would have given him the opportunity to bring more of his home discourse into the classroom.
Things began to look up for Jake when entering second grade. He had the opportunity to express himself through writing workshops and was given the opportunity to read on his comfort level during reader’s workshop. Jake was allowed to write about his own experiences and fantasies. This made all the difference in the world for Jake. In my experience the majority of children enjoy writer’s workshop. In my class I let my students share what they write about (if they want to) with their classmates. They are so excited to get to share their stories with their friends. Jake also enjoyed reader’s workshop. Reading was less stressful for Jake. He was allowed to select his own stories and sit anywhere in the room to read. Jake was improving but he was not on grade level. Jake continued to thrive at home. His father had named him vice president of his mechanical contracting business, and Jake was convinced that mechanical contracting was his future. His mom wanted him to go to college, but Jake had no desire to go to college at this point in his life.
After reading about Laurie and Jake I have began to reflect on my own teaching. I want what is best for all of my students. I am currently using writer’s workshop in my class and it seems to work well with my kindergarten students. I also allow my students to read independently (or for some look at books) of their choice. My books however are not organized by levels. Over the summer I am going to explore my books that I have in my reading center to see if I can set them up in a kid friendly manner where each student can locate books that they find interesting as well as instructional to their reading level. If anyone has any suggestions please let me know.
To write in different ways is to live in different ways. It is also to be read in different ways, in different relations, and often by different people. (Williams, 1977) No two people are the same. As educators we need to learn to embrace our student’s individuality. Let our student’s pull from their past experiences and share those experiences with their classmates. We shouldn’t be closing doors but opening doors for our students. Think about Rose’s high school science teacher who took the time to review Rose’s test scores. If she had not looked into his scores, Rose would not have been given the opportunity to enter the college-prep track. Rose had given up when originally placed on the vocational track. He felt he was viewed as a working class student who could not succeed in school. When placing student’s within “tracks” isn’t that the same as labeling a child. I don’t know if I agree with the different tracks in high school. I would love additional information in this area also. Honestly I don’t believe I had a teacher who truly believed in me until I was a senior in high school. His name was Mr. Bumgarner. Mr. Bumgarner looked after all of his students and had our best interest at heart. He challenged me to work harder than I ever had in school. Mr. Bumgarner was in charge of the school paper and he encouraged me to be a co-editor my senior year. Because Mr. Bumgarner believed in me I stepped out of my comfort zone and I was a co-editor. I truly hope my daughter doesn’t have to wait to her senior year to have a teacher like Mr. Bumgarner.
After completing this book I know that I want to be the type of teacher that makes a positive difference in my student’s lives.