Quote:
How is affordable child care is necessary to stop the vicious cycle of violent inner city crime. Please elaborate
|
.
Quote:
Economic independence. Means what exactly? We already discussed the fact that unfortunately tax revenue has a lot to do with the quality of education in a particular school district. What could be done to change this?
|
The majority of those in the work force have no control over the days/hours that they work. There are no “sick days”. Therefore, the inability to obtain flexible affordable child care contributes to a myriad of problems specifically related to poverty which in turn relate to crime:
1. It can and does keep people out of the workforce. If one cannot obtain money legitimately there is the more opportunity and a basis for reasoning to obtain it utilizing illegal methods. (Crime).
2. Children are left home alone and, subsequently, picked up by Department of Family Services and placed in foster care. The difference between poverty and neglect is that neglect is a choice.
3. An older child will often care for younger siblings while the mother or guardian is at work. This means that the older child may be trdy to a first hour class repeatedly because he/she ahs taken the younger siblings to school. Excessive tardiness leads to failure of a class or suspensions. If an elementary school has half days or days that they are closed that do not coincide with the middle or high school then the older sibling will stay home to care for those children. This teen may receive suspensions. This teen may fall farther behind. This teen may drop out. This may result in a Truancy charge which means entry into the system. This teen may also wind up in a juvenile correctional facility were they will most definitely make new friends.
Teens that become pregnant are more likely to drop out of school. One of the reasons for dropping out is inability to obtain flexible affordable child care. Again, we have already noted the role education plays in poverty and that there is a correlation between poverty and crime.
There are instances where a child may be raised within the family and extended family is relied on. This can and does work out exceptionally well. The nuclear family is not a universal concept. This is something that needs to be recognized. One example: This means that in some cultures the woman that is called Tia may not be the aunt that recognize that relationship to be. The relationship that we would recognize it as is the mother’s second cousin. However, the view point of an individual in that culture would consider the second cousin as equally deserving of the respect given to an aunt and will consider them to be, for all intensive purposes, Tia.
There are other instances where at teen mother will attempt to rely on child care within the family and extended family. Those relatives may initially step forward and offer, however, they soon find that it is too much of a burden for them and become increasingly undependable. The teen mother then drops out of school.
There are schools that recognize that daycares combined with parenting classes within the school allow the teen mother to continue her education and help her adjust to the changes of her role. This is not the norm in most communities. Some communities may offer day care for the teen mother, if they qualify, however, the mother does not have the money to get from point A to point B.
One of the contributing factors that we have not acknowledged is the impact of Zero Tolerance policies, in-school arrests and expulsions/suspensions. The rise of the School Based Officer (SRO) has created more problems than has solved them. There is a relationship between suspensions and dropping out, lack of education and poverty, poverty and crime.
Zero Tolerance policies must be in place to receive federal funding. However, there is room to move that is, often, not recognized by administrations. It has since been expanded for all school policies. This results in suspension for violations and expulsions are for many more items and far longer than the mandatory year. Some problems used to be handled by the principle, and in some inner city schools there are two principles. One whose job is to handle all disciplinary problems. Now a portion of the discretionary power from the principle.
Some schools would rather pursue criminalizing some children to avoid acknowledging learning disabilities or provide services to fully address LD students. You will find that a high number of children with disabilities are truant. You may find a high rate of suspensions that occur around standardized testing times. You may find high rates of drop outs with learning disabilities that go undetected.
Therefore, because many schools fail to/refuse to address what is needed the child is handed over to the courts and may be sent to a facility that cannot begin to address those needs. The end result is that these children may wind up illiterate. Once again the connection between education and poverty, poverty and crime.
Often, when a SRO is present he/she will automatically arrest the child/children even if a school official steps in and advises otherwise. This means that a shoving match turns into an arrest for both and a record. This means that if a child is bullied and strikes back both children are arrested and now have a record. This means that if a child swears then he/she is arrested. This means that if a child gives any lip to an officer he/she is arrested. There is a reason that this has been referred to as the School to Prison Pipeline.
This brings me to culture and education. This is not about victimization nor is there a culture that is predisposed to crime. Remember that it is the lack of education and poverty that we are discussing and poverty has a correlation to crime. We have had and continue to have people that immigrate from all over the world that are highly skilled or have marketable skills and are highly literate in their own language. Often, they will have encountered the English language at some point. English is an extremely difficult language to learn, however, it is far easier to learn if you are literate in your own language.
When there is a large population that moves from one country into ours at a specific time and again at another time we refer to this as waves. Often, but definitely not always, it is the first wave of immigration that contains the professionals and those that are either highly skilled or have marketable skills. Often, but not always, this group will hire tutors (to learn English) outside of school to ensure the academic success of their children.
Often, but not always, it is the second or third wave of immigration from a country that will have people that lived in poverty in their country of origin and did not have access to any schools. They enter the country with no marketable skills. Therefore, they are, often but not always, illiterate in their own language. Therefore, even if they were provided with written materials in their own language they will not understand it. This means that if there are children that go to school, there is no available help from parents. Nor can the parents effectively deal with the institutions. They may live in fear of those institutions. (It should be noted that there are teachers that recognize this problem and try very hard to work around and with this problem.)
Some languages do not contain personal pronouns or articles or few vowel sounds. Inflection, tonal qualities, and if the primary language is polysyllabic, monosyllabic or disyllabic impacts learning the English language. Students will drop out due to alienation and isolation.
There are gangs that prey on their own community knowing full well that the people will not come forward for 1) bringing shame on themselves and community and 2) fear of immigration status or institutions. Easy targets.
In some instances, you will find that another cultures values do not coincide with the American education system or society as a whole. One such value is filial piety. For instance, some cultures value complete and unquestionable obedience to parental authority. There are things that are done in the US that are taboo in another culture. Some children will not maintain eye contact with a teacher because it is considered disrespectful. They may not raise their hands and give an answer because it is disrespectful to assume one is more knowledgeable than the teacher. They become embarrassed if they are praised or criticized in the classroom in front of others. Some do not learn effectively in large group work. Some feel an unusually high amount of stress (to the extent of suicide) living up to a “positive stereotype” alternately they may internalize negative stereotypes. Often, teens may feel marginalized at school because of their ethnicity and then criticized at home for becoming too Americanized. The parent or even community may in fact criticize the teen because the parents carry an expectation of a cultures values to be upheld but forget that the teen does not know what those values are. They have not been taught in the country of origin. They have been taught in the US. This creates a high level of tension between parents and children.
Everything else I will contend with later.