Portfolio

Dear Reader,

            With the spring semester coming to a conclusion, writing class has been a pleasant learning experience. Writing is more to than just completing an essay for a grade, it is about getting engaged in a topic and become a ‘mini-expert’ in order to have a fine idea of the information and translate your understanding or opinion to your writing. I learned that the areas for improvement in writing are unlimited, since even scholars who are professionalized in writing spend numerous times revising their work, looking for ways to make it better, and above all the writing process takes time. Before I started my essays I had to do a lot critical thinking to establish a base for my topic in my head, to therefore be able to know what to research and attain the proper credible sources for my essay. Doing research is more to than just typing in keywords on Google and selecting the most convenient first choice. Many of the sources that may appear may lack credibility; these sources are often without an author or a current date. On our visits to the library the instructor taught us how to use the library databases, useful alternatives to Google, which were helpful in finding credible sources that supported my argument. After gathering all my sources from the databases my professor emphasized on the importance of understanding the readings. Summarizing each source helped significantly in attaining the key points of the source and applying them to my writing. Moreover, constructing a strong intro along with a thesis is crucial if you want a strong supportive essay. I learned that an intro should include some of the main points you will be discussing In your essay, supported by your thesis. In addition, each top sentence of each paragraph should relate back to your intro. Using transition words along with following these steps can help make your essay more fluid and organized. Thanks to this writing experience I can apply the important concepts learned to other class assignments and real life situations. The writing process takes time; putting the effort in well help you get better. It is important to know how to manage your time, time management can benefit you and elevate your performance in assignments. Having a planned schedule for the week can take extra stress off by completing the assignment ahead of the due date, this can reflect to higher quality work. An area where I can improve is on my revision skills, you can revise your work countless of times and there is a high possibility that something can still be modified. Rereading your essay can help you point out your mistakes in your writing. My writing reflects what I am capable of accomplishing along with my weaknesses, I am confident that my writing well improve if I apply the important concepts learned in class and keep on pushing my self to produce better quality work.

Sincerely,

                 Missael  

                                                Female’s Get Mutilated(Final)

            Probably more than half of the world is unaware of the horrifying practices women from Somalia, a country located in the Eastern part of Africa, encounter. Somalia has a population of ten million people, with the vast majority of the people being of Muslim faith. Many communities live in high poverty areas where there is a lack of education and health resources. Without proper resources to attain common knowledge communities in Somalia perform Female Genital Mutilation (or circumcision) on their women in order to satisfy cultural expectations. Female Genital Mutilation or Circumcision is a cultural traditional procedure in which a female’s genitalia is either partially or completely removed without medical reason, essentially to protect a woman’s virginity and honor. Female genital mutilation may cause severe health issues such as immense pain, prolonged bleeding, infection, and even death. The practice has triggered a global protest against female circumcision because of the dangerous health consequences on the physical and emotional well being of women.

            The Somali people have practiced female genital mutilation for many years, and while female circumcision is performed in 28 African countries as well, with an estimated 100-140 million girls and women having undergone the process. The practice is by far more common in Somalia, where 90 percent of girls have undergone the horrifying procedure. The Somalis classify the practice into two forms: the Sunna form, which consists of anything less than infibulations, or cutting and stitching of the vagina, such as the partial or total removal of the clitoris and labia minora, and the most extreme form, and the Pharoanic form, or infibulations, which involves a partial or total removal of the external genitalia and a sealing of the vaginal opening, leaving only a small hole for urine and menstrual blood to pass (Gele). The process is often performed on Somali girls between the ages of 4-10 by a medical practitioner, midwife, or most often by a traditional practitioner. Circumcisers receive compensation in the form of food, livestock, money, or all these items, which also serves as an incentive for the continuation of the practice (Khaja). The procedure often takes place in a rural setting without anesthesia using unsanitary tools such as a razor blade, knife, or sharp stone.

            There are many short-term and long-term health consequences associated with female genital mutilation, with the health risk varying based on the seriousness of the procedure performed, the sanitary condition of the tools used, the level of experience of the circumciser, the severity of cutting, and the health of the girl or women. If death occurs, it is often due to severe bleeding, pain, infection, oozing pus, gangrene, tetanus, chronic ulcers, or all of these conditions (Kjala). Dramatic swelling near wounds has led to urine retention that often last for hours or even days. Women often experience immense pain during sexual intercourse, which makes sex undesirable to many women who’ve been circumcised. Pregnancy can also be a high risk for many women since labor can obstructed by scar formation and tearing.

            However, this procedure is performed largely due to the continued acceptance of traditional practices, which is what is expected from most communities in Somalia. A cross-sectional study of 215 randomly selected individuals revealed that 96 percent of men surveyed stated that they preferred to marry a circumcised woman over uncircumcised ones. In addition, 85 percent preferred the Sunna form (the less invasive), while 11 percent preferred the pharoanic (Gala). Only 2.8 of men surveyed percent would marry an uncircumcised woman. The statistics indicate that men are more likely to support the continuation of female circumcision than females and the majority prefers a circumcised woman as a wife to ensure virginity and assured fidelity during marriage. Families are aware that in order for their daughter to marry they must comply with traditional rituals and, therefore, force them to undergo these terrorizing procedures. The continued support for female circumcision in Somalia has more to do with a religious misconception, idea that circumcision is a necessity, which has to do with a stronger belief that the Sunna form is a religious obligation than any other reason.

            Despite the inhumane practice and the health consequences, female genital mutilation is difficult to address. Circumcised girls and women are hesitant to speak about their experiences because of the fear of being, labeled, and attacked as a savage, uncivilized society (Khaja). Often when circumcised women have spoken out in their own communities to stop the practice, their own communities have characterized them as betrayers of traditional morals. Furthermore, they are also viewed as women who have dishonored sacred cultural traditions. Women who choose to speak out against this cultural practice face high levels of disapproval from their community (khaja).           

Without male involvement, the efforts toward the abolishment of female circumcision may have minimal chance of success. Male involvement is critical in the efforts towards the abandonment of female genital mutilation since it is a male dominant culture. However, men are rarely the target of the information, education, and communication campaigns against female circumcision in Somalia, which is problematic (Gele). It is not a simple task for a Somali female campaigner to talk about the disadvantages of female circumcision to their male counterparts. According to Abdi A. Gele, from the reading “Have We Made Progress In Somalia After 30 Years of Interventions? Attitudes Toward Female Circumcision Among People In The Hargeisa District,” “In order to target men, the institutions that run female circumcision programs should also include men, who can be used to influence other men’s attitude toward the practice” it is essential for males to take major roles toward the abolishment of female mutilation.

            In November 2009 hundreds, of men, women and children gathered in a Somalia stadium to witness a historic declaration: the collective abandonment of female genital mutilation and cutting by representatives from 20 communities. In the reading “Somali Communities Say ‘No’ to Female Genital Cutting,” Denise Shepherd-Johnson states, “By promoting the development of critical thinking and decision-making skills, the UNICEF-supported Tostan program empowers communities to prioritize public issues and resolve problems together” the essence of Johnson’s argument is that if organizations together they can promote essential skills and make the lives of Somali women more pleasurable. Although international regulations have passed to ban all forms of female circumcision, since it is described as violence against females due to the severe affects it has on health, it still persists as part of daily life in half of the countries in Africa (Khaja).

            Female genital mutilation is a horrifying practice that affects the lives of many women in Somalia. Increasing awareness over this controversial issue can be key in officially abolishing female circumcision. Organizations must work together, along with the public, in order to strive to understand diverse cultural practices and work with those who are deprived from the development of policies and practices in order to insure the health and well being of all women. If the proposed solutions to address this controversial issue were to take place, Women’s Rights would claim a historic victory.                           

Work Cited

Gele, Abdi A., Bente P. Bø, and Johanne Sundby. "Have We Made Progress In Somalia After 30 Years Of Interventions? Attitudes Toward Female Circumcision Among People In The Hargeisa District." BMC Research Notes 6.1 (2013): 1-9.Academic Search Premier. Web. 12 Feb. 2014.

Khaja, Khadija, Kathy Lay, and Stephanie Boys. "Female Circumcision: Toward An Inclusive Practice Of Care."Health Care For Women International 31.8 (2010): 686-699. Academic Search Premier. Web. 12 Feb. 2014.

Shepherd-Johnson, Denise. "Somali Communities Say ‘No’ To Female Genital Cutting."UNICEF. UNICEF, 14 Dec. 2009. Web. 17 Feb. 2014.

                                                Female’s Get Mutilated(Second)

            Probably more than half of the world is unaware of the horrifying practices women from Somalia, a country located in the Eastern part of Africa, encounter. Somalia has a population of ten million people, with the vast majority of the people being of Muslim faith. Many communities live in high poverty areas where there is a lack of education and health resources. Without proper resources to attain common knowledge communities in Somalia perform Female Genital Mutilation (or circumcision) on their women in order to satisfy cultural expectations. Female Genital Mutilation or Circumcision, a cultural traditional procedure in which a female’s genitalia is either partially or completely removed without medical reason, essentially to protect a woman’s virginity and honor. Female genital mutilation may cause severe health issues such as immense pain, prolonged bleeding, infection, and even death. The practice has triggered a global protest against female circumcision because of the dangerous health consequences on the physical and emotional well being of women.

            The Somali people have practiced female genital mutilation for many years, and while female circumcision is performed in 28 African countries as well, with an estimated 100-140 million girls and women have undergone the process, the practice is by far more common in Somalia. The Somalis classify the practice into two forms: Sunna form, which consists of anything less than infibulations, or cutting and stitching of the vagina, such as the partial or total removal of the clitoris and labia minora, and the most extreme form, Pharoanic, or infibulations, which involves a partial or total removal of the external genitalia and a sealing of the vaginal opening, leaving only a small hole for urine and menstrual blood to pass (Gele). The process is often performed on Somali girls between the ages of 4-10 by a medical practitioner, midwife, or most often by a traditional practitioner from a family in which generations of that specific family have been traditional practitioners. Circumcisers receive compensation in the form of food, livestock, money, or all these items, which also serves as an incentive for the continuation of the practice (Khaja). The procedure often takes place in a rural setting without anesthesia using unsanitary tools such as a razor blade, knife, or sharp are often used for the practice. Unlike the rest of the world where the less severe forms of female circumcision such as the Sunna form are predominant and consists of 85 percent of all female genital mutilation, the vast majority of Somali girls, 80-90 percent, are infibulated, the most extreme method of circumcision (Gele).

            All regions in Somalia practice female circumcision, but the type of form of the practice varies in different locations of the country. Infibulations is more common among pastoralist-dominated communities in the northern and central parts of the country than in the farming communities of the south. According to the article “Have We Made Progress In Somalia After 30 Years of Interventions? Attitudes Toward Female Circumcision Among People In The Hargeisa District,” Abdi A Gele states that infibulations were nearly nonexistent among southern communities in the early 19^th century, while it was over 95 percent in the northern pastoralist communities.

            There are many short-term and long-term health consequences associated with female genital mutilation, with the health risk varying based on the seriousness of the procedure performed, the sanitary condition of the tools used, the level of experience of the circumciser, the severity of cutting, and the health of the girl or women often can reveal the health risks. If death occurs, it is often due to severe bleeding, pain, infection, oozing pus, gangrene, tetanus, chronic ulcers, or all of these conditions (Kjala). Dramatic swelling near wounds has led to urine retention that often last for hours or even days. Women often experience immense pain during sexual intercourse, which makes sex undesirable to many women who’ve been circumcised, and high-risk pregnancies.

            However, this procedure is formed largely due to the continued acceptance of traditional practices, which is what is expected from most communities on Somalia. A study mentioned in “Have We Made Progress In Somalia After 30 Years Of Interventions? Attitudes Toward Female Circumcision Among People In The Hargeisa District” revealed that 96 percent of men surveyed stated that they preferred to marry a circumcised woman over uncircumcised ones. In addition, 85 percent preferred the Sunna form (the less invasive), while 11 percent preferred the pharoanic (Gala). Only 2.8 percent would marry an uncircumcised woman. The statistics indicate that men are more likely to support the continuation of female circumcision than females and the majority prefers a circumcised woman as a wife. Families are cautious that in order for their daughters to reach marriage they must comply with traditional rituals and force them into these horrifying practices, since males are more likely to prefer a circumcised female to ensure virginity and fidelity. The continued support for female circumcision in Somalia has more to do with a religious misconception, idea that circumcision is a necessity, which has to do with a stronger belief that the Sunna form is a religious obligation than any other reason.

            Despite the inhumane practice and the health consequences, female genital mutilation is difficult to address. Circumcised girls and women are hesitant to speak about their experiences because of the fear of being, labeled, and attacked as a savage, uncivilized society (Khaja). Often when circumcised women have spoken out in their own communities to stop the practice, their own communities have characterized them as betrayers of traditional morals. Furthermore, they are also viewed as women who have dishonored sacred cultural traditions. Women who choose to speak out against this cultural practice face high levels of disapproval from their community. They are often criticized because they are from a non-dominant culture where their voice has no meaning, in addition, they have experienced a cultural practice that has been recognized by the Western society as harmful, resulting in dishonor from the family or community for opposing the practice.

            Without men’s involvement in major controversial issues, the efforts toward the abolishment of female circumcision may have minimal chance of success. Men’s involvement is critical in the efforts towards the abandonment of female genital mutilation since it is a male dominant culture. However, men are rarely the target of the information, education, and communication campaigns against female circumcision in Somalia, which is problematic (Gele). It is not a simple task for a Somali female campaigner to talk about the disadvantages of female circumcision to their male counterparts. According to Abdi A. Gele, “In order to target men, the institutions that run female circumcision programs should also include men, who can be used to influence other men’s attitude toward the practice” it is essential for males to take major roles toward the abolishment of female mutilation.

            In November of 2009 hundreds, of men, women and children gathered in a Somalia stadium to witness a historic declaration: the collective abandonment of female genital mutilation and cutting by representatives from 20 communities. In the reading “Somali Communities Say ‘No’ to Female Genital Cutting,” Denise Shepherd-Johnson states, “By promoting the development of critical thinking and decision-making skills, the UNICEF-supported Tostan program empowers communities to prioritize public issues and resolve problems together,” the essence of Johnson’s argument is that if organizations make unity, together they can promote essential skills and make the lives of Somali women more pleasurable. Although international regulations have passed to ban all forms of female circumcision, since it is described as violence against females due to the severe affects it has on health, it still persists as part of daily life in half of the countries in Africa. (Khaja).

            Female genital mutilation is a horrifying practice that affects the lives of many women in Somalia. Increasing awareness over this controversial issue can be key in officially abolishing female circumcision. Organizations must work together, along with the public, in order to strive to understand diverse cultural practices and work with those who are deprived from the development of policies and practices in order to insure the health and well being of all women. If the proposed solutions to address this controversial issue were to take place, Women’s Rights would claim a historic victory.                           

Work Cited

Gele, Abdi A., Bente P. Bø, and Johanne Sundby. "Have We Made Progress In Somalia After 30 Years Of Interventions? Attitudes Toward Female Circumcision Among People In The Hargeisa District." BMC Research Notes 6.1 (2013): 1-9.Academic Search Premier. Web. 12 Feb. 2014.

Khaja, Khadija, Kathy Lay, and Stephanie Boys. "Female Circumcision: Toward An Inclusive Practice Of Care."Health Care For Women International 31.8 (2010): 686-699. Academic Search Premier. Web. 12 Feb. 2014.

Shepherd-Johnson, Denise. "Somali Communities Say ‘No’ To Female Genital Cutting."UNICEF. UNICEF, 14 Dec. 2009. Web. 17 Feb. 2014.

                                                      Female’s Get Mutilated(first)

            Probably more than half of the world is unaware of the horrifying practices women from Somalia, a country located in the Eastern part of Africa, encounter. Somalia has a population of ten million people, with the vast majority of the people being of Muslim faith. Many communities live in high poverty areas where there is a lack of education and health resources. Without proper resources to attain common knowledge communities in Somalia perform horrifying practices on their women in order to satisfy cultural expectations called Female Genital Mutilation or Circumcision, a cultural traditional procedure where female genital organs are partially or completely removed without medical reasons, essentially to protect a woman’s virginity and honor. Female genital mutilation may cause severe health issues such as immense pain, prolonged bleeding, infection, and even death. The practice has triggered a global protest against female circumcision because of the dangerous health consequences on the physical well being of women.

            The Somali people have practiced female genital mutilation since a long period of time, and while female circumcision is performed in 28 African countries as well, with an estimated 100-140 million girls and women have undergone the process, the practice is by far more common in Somalia. The Somalis classify the practice into two forms: Sunna form, which consists of anything less than infibulations, such as the partial or total removal of the clitoris and labia minora, and the most extreme form, Pharoanic, or infibulations, which involves a partial or total removal of the external genitalia and a sealing of the vaginal opening, leaving only a small hole for urine and menstrual blood to pass (Gele). The process is often performed on Somali girls between the ages of 4-10 by a medical practitioner, midwife, or most often by a traditional practitioner from a family in which generations of that specific family have been traditional practitioners, circumcisers receive compensation in the form of food, livestock, money, or all these items. The procedure often takes place in a rural setting without anesthesia, or in a medical place. In a rural environment unsanitary tools such as a razor blade, knife, or sharp are often used for the practice. Unlike the rest of the world where the less severe forms of female circumcision such as the Sunna form are predominant and consists of 85 percent of all female genital mutilation, the vast majority of Somali girls are infibulated, which is approximately 80-90 percent (Gele).

            All regions in Somalia practice female circumcision, but the type of form of the practice varies in different locations of the country. Infibulations is more common among pastoralist-dominated communities in the northern and central parts of the country than in the farming communities of the south. According to the article “Have We Made Progress In Somalia After 30 Years of Interventions? Attitudes Toward Female Circumcision Among People In The Hargeisa District,” Abdi A Gele states that infibulations were nearly nonexistent among southern communities in the early 19^th century, while it was over 95 percent in the northern pastoralist communities.

            There are many short-term and long-term health consequences associated with female genital mutilation, with the health risk varying based on the seriousness of the procedure performed. The sanitary condition of the tools used, the level of experience the circumciser has, severity of cutting, and the health of the girl or women often can indicate the health risks. If death occurs, it is often due to severe bleeding, pain, infection, oozing pus, gangrene, tetanus, chronic ulcers, or all of these conditions (Kjala). Dramatic swelling near wounds has led to urine retention that often last for hours or even days. Women often experience immense pain during sexual intercourse, which makes sex undesirable to many women who’ve been circumcised.

            In addition, a study was conducted, out of 108 men, 104 or 96 percent preferred to marry circumcised women over uncircumcised ones. However, 92 or 85 percent preferred the Sunna form, 12 or 11 percent preferred the pharoanic form and only 2.8 percent would choose uncircumcised women to be their wives (Gala), the statistics indicate that men are more likely to support the continuation of female circumcision than females and the majority prefer a circumcised woman as a wife. The continued support for female circumcision in Somalia has more to do with a religious misconception that has to do with a stronger belief that the Sunna form is a religious obligation than any other reason.

            Despite the inhumane practice and the health consequences, female genital mutilation is difficult to address. Circumcised girls and women are hesitant to speak about their experiences because of the fear of being, labeled, and attacked as a savage, uncivilized society (khaja). Often when circumcised women themselves have spoken out to remove the practice completely, their own communities have characterized them as betrayers or sellouts, they are also viewed as women who have dishonored sacred cultural traditions. Women who choose to speak out against this cultural practice face high levels of disapproval from their community. They are often criticized because they are from a non-dominant culture, furthermore, they have experienced a cultural practice that has been recognized by the Western society as harmful.

            Without men’s involvement in major controversial issues, the efforts toward the abolishment of female circumcision may have minimal chance of success. Men’s involvement is critical in the efforts towards the abandonment of female genital mutilation, even though men are not the target of the information, education, and communication campaigns in Somalia, nor have they played a key role in campaigns against female circumcision (Gele). It is not a simple task for a Somali female campaigner to talk about the disadvantages of female circumcision to their male counterparts. According to Gele, “In order to target men, the institutions that run female circumcision programs should also include men, who can be used to influence other men’s attitude toward the practice,” Gele is insisting that it is essential for males to take major roles toward the abolishment of female mutilation.

            In November of 2009 hundreds, of men, women and children gathered in a Somalia stadium to witness a historic declaration: the collective abandonment of female genital mutilation and cutting by representatives from 20 communities. In the reading “Somali Communities Say ‘No’ to Female Genital Cutting,” Denise Shepherd-Johnson states, “By promoting the development of critical thinking and decision-making skills, the UNICEF-supported Tostan program empowers communities to prioritize public issues and resolve problems together,” the essence of Johnson’s argument is that if organizations make unity, together they can promote essential skills and make the lives of Somali women more pleasurable.

            Female genital mutilation is a horrifying practice that affects the lives of many women. Organizations must work together in order to strive to understand diverse cultural practices and work with those who are deprived from the development of policies and practices in order to insure the health and well being of all women. If the proposed solutions to address this controversial issue were to take place, Women’s Rights would claim a historic victory.                           

                 

Work Cited

Gele, Abdi A., Bente P. Bø, and Johanne Sundby. "Have We Made Progress In Somalia After 30 Years Of Interventions? Attitudes Toward Female Circumcision Among People In The Hargeisa District." BMC Research Notes 6.1 (2013): 1-9.Academic Search Premier. Web. 12 Feb. 2014.

KHAJA, KHADIJA, KATHY LAY, and STEPHANIE BOYS. "Female Circumcision: Toward An Inclusive Practice Of Care."Health Care For Women International 31.8 (2010): 686-699. Academic Search Premier. Web. 12 Feb. 2014.

Shepherd-Johnson, Denise. "Somali Communities Say ‘No’ To Female Genital Cutting."UNICEF. N.p., 14 Dec. 2009. Web. 12 Feb. 2014.

                                                Poverty: The Nemesis of Education(final)

            Education has historically been considered an equalizer in American society, capable of lifting less fortunate students and improving their chances to live a more successful life. However, today income levels of families and teachers play a decisive role in determining the quality of education children receive. Years ago race was more influential than family income in deciding the quality of education each individual received, a trend that has negatively shifted greatly impacting the Hispanic and African American communities in Los Angeles. In addition, low-income families who reside in these impacted communities will send their children to local public schools where resources are limited, and funding is insufficient compared to the wealthier schools, attended mostly by their White counterparts who many times enjoy higher-quality education.  When children live in poverty, they often don’t receive the same educational opportunities as children in middle and upper socioeconomic classes creating an unbalanced disparity in education. Although education has traditionally been considered as an equal opportunity to reach higher success in life, poverty affects educational opportunities by insufficient funding to low-performing schools, income disparity among teachers, and graduation rates among minorities.

            Since 2008 the United States has struggled with the effects of a global recession, which considerably impacted California. The education system suffered deep economic cutbacks that affected public schools primarily serving low-income families, which have been hardest hit by the recession. As a result many public schools serving low-income families have had a difficult time recovering mostly because they cannot raise private dollars to fill the gap left by the public sector cuts (Freelon 152). The recession has impaired educational quality, while also producing widening educational inequality in California, particularly impacting minorities. Education has been a target for cost savings in recent years as California legislators desperately attempt to address budget shortfalls created by falling tax revenues (Freelon 154). In fact, even prior to the recession California had consistently spent less money per student than the national average. California ranked 43^rd out of 50 states in the nation, spending $2,371 less for each student than the national average (Freelon 154). Consequently, the underinvestment in public schools, combined with California’s more recent fiscal problem, increases the challenges facing students and school staff in public schools. As the population of immigrant families and low-income students who benefit considerably from additional educational support continues to grow, California is at a disadvantage in meeting the expectations of many students.

            An analysis of data collected by the state suggested that student performance on standardized test has more to do with family income rather than the amount of students per class, how much a district spends per student, teachers’ salaries, or what percentage of students are still learning English (Velasco). The study looked at data for the 160 school districts in Los Angeles, Orange, Riverside and San Bernardino counties, exploring the relationship between test scores and class size, teacher income, school spending, and the number of students who are English- language learners or receiving school lunch assistance. The most compelling correlation existed between standardized test scores and the percentage of students receiving lunch assistance. To qualify to receive lunch assistance, a family of four has to have an income of less than $29,055 (Velasco). Districts with a higher percentage of these students tended to have lower test scores (Velasco). Low-income parents are often busy trying to make a living for their families, and therefore spend less time educating or tutoring their kids and giving that extra motivation that many need in order to be able do better in their academics.

Moreover, according to education expert Fred Tempes, the achievement gap between low-income and high-income students begins to appear during summer vacations, when higher-income students may have educational experiences or receive tutoring (Velasco). This is great disadvantage to low-income students who do not have the same resources at their disposal, which causes them to lose ground over the summer. The category with the weakest correlation to standardized test scores was the average teacher salary. Yet, Tempes is convinced that if teachers received a higher salary, there would be more qualified teachers in the field. He also believes a better way to increase teacher quality is to establish more stringent licensing requirements. In The Other Wes Moore by Wes Moore, Wes’s teacher seemed like she didn’t care about her students’ attendance. With no one to support Wes at home since his mother was always working, school was Wes’s only place where he could receive attention, but the school he attended lacked quality teachers and peers that would have helped Wes make the right choices (Moore 77). When parental involvement Is minimal or nonexistent along with poor experienced teachers, students can be more prone to make bad decisions that can alter their life and increase the chance to do poor in school without the adequate guidance.

            Additionally, schools with more low-income Latinos and blacks have teachers who are less experienced. For instance, comparing two Los Angeles high schools: Locke, with almost 100 percent minority enrollment and 66 percent of students eligible for free or reduced lunches – an indicator of poverty, and higher performing Granada Hills has about 32 percent minority enrollment and about 27 percent eligible for free or reduced lunches, uncovers a noticeable unbalance in education affecting many of Los Angeles schools. Furthermore, the average teacher at Locke is paid $8,000 less than the average Granada Hills teacher, a disparity that if corrected would add almost $1 million in total teacher spending at Locke (Mehta). Both of the schools are located within the same county, but the disparity is obvious, low-income students will have a more difficulty time getting a quality education when they are being taught by teachers that lacks the experience. Having a lower income than teachers at wealthier schools can be negatively reflected on the way they teach their students, missing out on key concepts since they have the inexperience to show the students the proper material that is needed to be academically successful. Whereas the more affluent schools possess the more qualified teachers and therefore the students have a higher chance in being more academically successful than their counterparts in poorer schools.   

            Poverty has a great effect on the academic outcomes of children, especially during early childhood. The chronic stress associated with living in poverty has been shown to adversely affect children’s concentration and memory, which impacts their ability to learn and also heighten the chances of not graduating school in the future (Lewis). Hispanic and African American students are three to four times more likely than White students to attend schools with low graduation rate. In addition, their graduation rates fall behind those of White students by 15 to 30 percent. In The Other Wes Moore, the other Wes is raised in Baltimore City, a neighborhood, populated mostly by minorities impacted greatly by socioeconomic issues that influence the negativity in their lives, which translated to poor academic performances in the city schools, making it difficult for students to graduate. When Wes attends a more affluent school in Baltimore County, with a 85 percent graduation rate, he notices a huge disparity in the two different sets of environments where people were looking for better opportunities, that involved education, and the county seemed to provide more resources to it’s people to help them reach their academic goals, something the city environment lacked which had a staggering 38 percent graduation rate (Moore).  

             Income disparity has impacted education to the point where the historic connotation of it has gradually shifted. Many have perceived education as opportunity to lift the less fortunate on their feet and provide a better future, but how can this cultural ethic really be correct when there is a vast disparity in education? One must blame the economic factors that negatively affect one’s educational opportunities. If people do not have the proper resources to attend college or even finish high school, then how will they sustain a comfortable and academic life? The government should focus on making the historic definition of education a reality again, and not let other social issues unrelated to education disrupt one’s dreams and goals.

   

Works Cited

Freelon, R., Bertrand, M. & Rogers, J. “Overburdened and Underfunded: California Public Schools Amidst the Great Recession.” Multidisciplinary Journal of Educational Research 2.2 (2012) : 152-176. Web. 11 April 2014. Describes how California has been greatly impacted by the recession forcing the government to take drastic measures limiting the funding of low-income schools, adding more barriers to educational success. In addition, according to Freelon, students have experienced growing social welfare needs that often form their well-being and their performance in schools. Freelon also explains how schools serving mostly low-income families have been harshly hit, since they cannot raise extra funds to fill the gaps left by the budget cuts during the recession.

Lewis, Keahna M. "Poverty and the Educational Barriers Children Cross before Adulthood: Effective Strategies in Reducing the Long-Term Effects of Poverty on the Educational Attainment of School Aged Children: A Grant Project." Order No. 1522586 California State University, Long Beach (2013): ProQuest. Web. 16 Apr. 2014. Discuses the impoverished neighborhoods who are facing educational losses and barriers due to their socioeconomic class. Lewis focuses on the variety of social issues impacting the quality of education in Los Angeles County, specifically the South Central area. According to Lewis the limited educational resources increases the dropout rates of these impoverished children. She also explains that poverty results in poor educational paths for children from low-income families.   

Mehta, Seema. "Report: Minority Students 'Shortchanged'; Schools With More Blacks and Latinos Have Lower-Paid Instructors Who are Less Qualified, a Group Says its Study of Teacher Salaries shows." Los Angeles Times: 0. Sep 15 2005. ProQuest.Web. 10 Apr. 2014 . Explains that teachers who work in schools with poor and minority students are not paid as much as their counterparts at more funded or wealthier schools. According to Mehta the lower levels of spending often indicate that less experienced teachers are teaching the students with the greatest needs. In addition, with African American and Latinos making up most of the students impacted by such disparities, Mehta also notes that students are being shortchanged when it comes to teachers’ salaries, making it difficult for these students to reach educational success

Moore, Wes. The Other Wes Moore: One Name, Two Fates. New York: Spiegel & Grau, 2010. Print. Describes the story of two kids with identical names, living in the same city, but each with different stories. Both Wes’s encountered many similar experiences, growing up around many negative influences. One Wes decided to do well for himself and become a Scholar. While the other Wes followed the negative influences which consequently condemned him for life in Prison.   

Velasco, J. D. "Income Level Has Strong Effect On School Test Scores, Analysis Shows." Whittier Daily News. Nov 26 2011.ProQuest. Web. 11 Apr. 2014 . Discuses how test scores has more to do with family income rather than the amount of students that are packed into a classroom, how much a district spends per student, how much teachers’ income is, or what percentage of students are still learning English. Moreover, according to Velasco students receiving lunch assistance tended to have lower test scores. Velasco states that the achievement gap between low-income and high-income students actually begins to show during the student’s summer vacation, when higher-income students may have educational experiences with their parents or receive tutoring, however, low-income students loses a lot of ground over the summer.

                                                Poverty: The Nemesis of Education(second)

            Education has historically been considered an equalizer in American society, capable of lifting less fortunate students and improving their chances to live a more successful life as adults. Today income levels of families and teachers play a decisive role in determining the quality of education children receive. Decades ago race was more determinate than family income of educational success, a trend that has negatively shifted greatly impacting the Hispanic and African American communities in Los Angeles. In addition, low-income families who reside in these impacted communities will send their children to local public schools where resources are limited, and funding is insufficient compared to the wealthier schools, attended mostly by their White counterparts who many times enjoy higher-quality education.  When children live in poverty, their primary needs cannot be met and they often don’t receive the same educational opportunities as children in middle and upper socioeconomic classes creating an unequal disparity in today’s society. Although education has traditionally been considered as an equal opportunity to reach higher success in life, poverty affects educational opportunities by insufficient funding to low-performing schools, income disparity among teachers, and graduation rates among minorities.

            Since 2008 the United States has struggled with the effects of a global recession, which considerably impacted California. The education system suffered deep economic cutbacks that affected public schools primarily serving low-income families, which have been hardest hit by the recession. As a result many public schools serving low-income families have had a difficult time recovering mostly because they cannot raise private dollars to fill the gap left by the public sector cuts (Freelon 152). The recession has impaired educational quality, while also producing widening educational inequality in California, impacting particularly minorities. Education has been a target for cost savings in recent years as California legislators desperately attempt to address budget shortfalls created by falling tax revenues (Freelon 154). In fact, even prior to the recession California had consistently spent less money per student than the national average. California ranked 43^rd out of 50 states in the nation, spending $2,371 less for each student than the national average (Educational Week). Consequently, the underinvestment in public schools, combined with California’s more recent fiscal problem, increases the challenges facing students and school staff in public schools. As the population of immigrant families and low-income students who benefit considerably from additional educational support continues to grow, California is at a disadvantage in meeting the expectations of many students.

            An analysis of data collected by the state suggested that student performance on standardized test has more to do with family income rather than the amount of students per a class, how much a district spends per student, teachers’ salaries, or what percentage of students are still learning English (Velasco). The study looked at data for the 160 school districts in Los Angeles, Orange, Riverside and San Bernardino counties, going more in depth and exploring the relationship between test scores and class size, teacher income, school spending, and the number of student who are English- language learners or receiving school lunch assistance. The most compelling correlation existed between standardized test scores and the percentage of students receiving lunch assistance. To qualify to receive lunch assistance, a family of four has to have an income of less than $29,055 (Velasco). Districts with higher percentage of these students tended to have lower test scores (Velasco). Low-income parents are often busy trying to make a living for their families, and therefore spend less time educating or tutoring their kids and giving that extra push that many kids need in order to be able do better on their academics.

Moreover, according to Education expert Fred Tempes, the achievement gap between low-income and high-income students begins to appear during summer vacations, when higher-income students may have educational experiences with their parents or receive tutoring (Velasco). This is great disadvantage to low-income students who do not have the same resources at their disposal, which causes them to lose ground over the summer. The category with the weakest correlation to standardized test scores was the average teacher salary in a district. Tempes is also convinced that if teachers made a higher salary, there would be more qualified teachers in the field. He also believes a better way to increase teacher quality is to establish more stringent requirements in order to become a teacher. In The Other Wes Moore, Wes’s teacher seemed like she didn’t care about her student’s attendance. With no one to support Wes at home since his mother was always working, school was Wes’s only place where he could receive attention, but the school he attended lacked quality teachers and peers that would have helped Wes make the right choices (Moore).

            Additionally, schools with more low-income Latinos and blacks have teachers who are less experienced in low-income communities. For instance, comparing two Los Angeles high schools: Locke, with almost 100 percent minority enrollment and 66 percent of students eligible for free or reduced lunches – an indicator of poverty, while higher performing Granada Hills has about 32 percent minority enrollment and about 27 percent eligible for free or reduced lunches. Furthermore, the average teacher at Locke is paid $8,000 less than the average Granada Hills teacher, a disparity that if corrected would add almost $1 million in total teacher spending at Locke (Mehta). Both of the schools are located within the same county, the disparity is obvious, low-income students will have a more difficulty time getting a quality education when they are being taught by a teacher that lacks the experience. Whereas the more affluent schools possess the more qualified teachers and therefore the students have a higher chance in being more academically successful than their counterparts in poorer schools.   

            Poverty has a great effect on the academic outcomes of children, especially during early childhood. The chronic stress associated with living in poverty has been shown to adversely affect children’s concentration and memory, which impacts their ability to learn and also heighten the chances of not graduating school in the future (Lewis). Hispanic and African American students are three to four times more likely than White students to attend schools with low graduation rate. In addition, their graduation rates fall behind those of White students by 15 to 30. In The Other Wes Moore, Wes is raised in Baltimore City, a neighborhood, populated mostly by minorities impacted greatly by socioeconomic issues that influence the negativity in their lives, which translated to poor academic performances in the city schools, making it difficult for students to graduate. When Wes attends a more affluent school in Baltimore County, he notices a huge disparity in the two different sets of environments where people were looking for better opportunities, that involved education, and the county seemed to provide more resources to it’s people to help them reach their academic goals, something the city environment lacked (Moore).  

             Income disparity has impacted education to the point where the historic connotation of it has gradually shifted. Many have perceived education as opportunity to lift the less fortunate on their feet and provide a better future, but how can this cultural ethic really be correct when there is a vast disparity in many of today’s societies where the quality of education is not equal? One must blame the economic factors that negatively affect one’s educational opportunities. If people do not have the proper resources to attend college or even finish high school, then how will they sustain a comfortable and academic life? The government should focus on making the historic definition of education a reality again, and not let other social issues unrelated to education disrupt one’s dreams and goals.

   

Works Cited

Freelon, R., Bertrand, M. & Rogers, J. “Overburdened and Underfunded: California Public Schools Amidst the Great Recession.” Multidisciplinary Journal of Educational Research 2.2 (2012) : 152-176. Web. 11 April 2014. describes how California has been greatly impacted by the recession forcing the government to take drastic measures limiting the funding of low-income schools, adding more barriers to educational success. In addition, according to Freelon, students have experienced growing social welfare needs that often form their well-being and their performance in schools. Freelon also explains how schools serving mostly low-income families have been harshly hit, since they cannot raise extra funds to fill the gaps left by the budget cuts during the recession.

Lewis, Keahna M. "Poverty and the Educational Barriers Children Cross before Adulthood: Effective Strategies in Reducing the Long-Term Effects of Poverty on the Educational Attainment of School Aged Children: A Grant Project." Order No. 1522586 California State University, Long Beach, 2013. Ann Arbor: ProQuest. Web. 16 Apr. 2014. Discuses the impoverished neighborhoods who are facing educational losses and barriers due to their socioeconomic class. Lewis focuses on the variety of social issues impacting the quality of education in Los Angeles County, specifically the South Central area. According to Lewis the limited educational resources increases the dropout rates of these impoverished children. She also explains that poverty results in poor educational paths for children from low-income families.   

Mehta, Seema. "Report: Minority Students 'Shortchanged'; Schools With More Blacks and Latinos Have Lower-Paid Instructors Who are Less Qualified, a Group Says its Study of Teacher Salaries shows." Los Angeles Times: 0. Sep 15 2005. ProQuest.Web. 10 Apr. 2014 . Explains that teachers who work in schools with poor and minority students are not paid as much as their counterparts at more funded or wealthier schools. According to Mehta the lower levels of spending often indicate that less experienced teachers are teaching the students with the greatest needs. In addition, with African American and Latinos making up most of the students impacted by such disparities, Mehta also notes that students are being shortchanged when it comes to teachers’ salaries, making it difficult for these students to reach educational success

Moore, Wes. The Other Wes Moore: One Name, Two Fates. New York: Spiegel & Grau, 2010. Print. Describes the story of two kids with identical names, living in the same city, but each with different stories. Both Wes’s encountered many similar experiences, growing up around many negative influences. One Wes decided to do well for himself and become a Scholar. While the other Wes followed the negative influences which consequently condemned him for life in Prison.   

Velasco, J. D. "Income Level Has Strong Effect On School Test Scores, Analysis Shows." Whittier Daily NewsNov 26 2011.ProQuest. Web. 11 Apr. 2014 . Discuses how test scores has more to do with family income rather than the amount of students that are packed into a classroom, how much a district spends per student, how much teachers’ income is, or what percentage of students are still learning English. Moreover, according to Velasco students receiving lunch assistance tended to have lower test scores. Velasco states that the achievement gap between low-income and high-income students actually begins to show during the student’s summer vacation, when higher-income students may have educational experiences with their parents or receive tutoring, however, low-income students loses a lot of ground over the summer.

                                                Poverty: The Nemesis of Education(first)

            Education has historically been considered an equalizer in American society, capable of lifting less fortunate students and improving their chances to live a more successful life as adults. Today income levels of families and teachers play a decisive role in determining the quality of education children receive. Decades ago race was more determinate than family income of educational success, a trend that has negatively shifted greatly impacting the Hispanic and African American communities in Los Angeles. In addition, low-income families who reside in these impacted communities will send their children to local public schools where resources are limited, also where often funding is insufficient compared to the wealthier schools, attended mostly by their White counterparts who many times enjoy higher-quality education.  When children live in poverty, their primary needs cannot be met and they often don’t receive the same opportunities as children in middle and upper socioeconomic classes creating an unequal disparity in today’s society. Although education has traditionally been considered as an equal opportunity to reach higher success in life, poverty affects educational opportunities by insufficient funding to low-performing schools, income disparity among teachers and families, and graduation rates among minorities.

            Since 2008 the United States has struggled with the effects of a global recession, the Great Recession in particular considerably impacted California. The education system suffered deep economic cutbacks that affected public schools primarily serving low-income families, which have been hardest hit by the recession. As a result many public schools serving low-income families have had a difficult time recovering mostly because they cannot raise private dollars to fill the gap left by the public sector cuts (Freelon). The Great Recession consequently has impaired educational quality, while also producing widening educational inequality in California. Education has been a target for cost savings in recent years as California legislators desperately attempt to address budget shortfalls created by falling tax revenues (Freelon). In fact, even prior to the recession California had consistently spent less money per student than the national average. California ranked 43^rd out of 50 states in the nation, spending $2,371 less for each student than the national average (Educational Week, 2011). Consequently, the underinvestment in public schools, combined with California’s more recent fiscal problem, increases the challenges facing students and school staff in public schools. As the population of immigrant families and low-income students who benefit considerably from additional educational supports continues to grow, California is at a disadvantage in meeting the expectations of many students due to the continued fiscal challenges.

            A study performed by the state suggested that student performance on standardized test has more to do with family income rather than the amount of students crammed into a classroom, how much a district spends per student, how much teachers income is, or what percentage of students are still learning English (Velasco). The study looked at data for the 160 school districts in Los Angeles, Orange, Riverside and San Bernardino counties, going more in depth and exploring the relationship between test scores and class size, teacher income, school spending, and the number of student who are English- language learners or receiving school lunch assistance. The most compelling correlation existed between standardized test scores and the percentage of students receiving lunch assistance. Districts with more percentage of these students strongly tended to have lower test scores (Velasco). According to Education expert Fred Tempes said, mentioned in the reading “Income Level Has Strong Effects On Test Scores” by J.D. Velasco, the achievement gap between low-income and high-income students begins to show during summer vacations, when higher-income students may have educational experiences with their parents or receive tutoring. This is great disadvantage to low-income students who do not have the same resources at their disposal, which causes them to lose a lot of ground over the summer. The category with the weakest correlation to standardized test scores was the average teacher salary in a district. “Common sense would say ‘Gee, if we just pay these people more, we’ll get more qualified people in the field,” Tempes said. He also believes a better way to increase teacher quality is to establish for stringent requirements in order to become one. In The Other Wes Moore, Wes’s teacher seemed like she didn’t care about her student’s attendance. With no one to support Wes at home since his mother was always working, school was Wes’s only place where he could receive attention, but the school he attended lacked quality teachers and peers that would have helped Wes make right choices.

            Moreover, schools with more Latinos and blacks have lower-paid instructors who are less qualified low-income communities. For instance, comparing two Los Angeles high schools: Locke, with almost 100 percent minority enrollment and 66 percent of students eligible for free or reduced lunches – an indicator of poverty, while higher performing Granada Hills, with about 32 percent minority enrollment and about 27 percent eligible for free or reduced lunches. Furthermore, the average teacher at Locke is paid $8,000 less than the average Granada Hills teacher, a disparity that if corrected would add almost $1 million in total teacher spending at Locke (Mehta).

            Neighborhood choice among family households varies on the income and education level. Income and education are important explanations for the likelihood of choosing neighborhoods (Clark). Poverty has a great effect on the academic outcomes of children, especially during early childhood. The chronic stress associated with living in poverty has been shown to adversely affect children’s concentration and memory, which impacts their ability to learn (Lewis). Latino and African American students are three to four times more likely than White students to attend schools with low graduation rate. Their graduation rates lag behind those of White students by 15 to 30. In The Other Wes Moore, Wes is raised in a neighborhood populated mostly by minorities impacted greatly by socioeconomic issues that influence the negativity in their lives.

            Income disparity has impacted education to the point where the historic connotation of it was gradually shifted. Race is no longer to blame for this disparity in education, since we live in a greatly diverse city. Poverty affects educational opportunities by insufficient funding to low-performing schools, income disparity among teachers and families, and graduation rates among minorities.

Works Cited

Clark, William A. V., and Valerie Ledwith. "Overburdened and Underfunded: California Public Schools Amidst the Great Recession." JSTOR. JSTOR, 7 Mar. 2007. Web. 11 Apr. 2014.

Freelon, R., Bertrand, M. & Rogers, J. (201 2). Overburdened and Underfunded: California Public Schools Amidst the Great Recession. Multidisciplinary Journal of Educational Research, 2(2), 1 52-1 76. doi: 1 0.4471 /remie.201 2.0

Lewis, Keahna M. "Poverty and the Educational Barriers Children Cross before Adulthood: Effective Strategies in Reducing the Long-Term Effects of Poverty on the Educational Attainment of School Aged Children: A Grant Project." Order No. 1522586 California State University, Long Beach, 2013. Ann Arbor: ProQuest. Web. 16 Apr. 2014.

Mehta, Seema. "Report: Minority Students 'Shortchanged'; Schools with More Blacks and Latinos have Lower-Paid Instructors Who are Less Qualified, a Group Says its Study of Teacher Salaries shows." Los Angeles Times: 0. Sep 15 2005. ProQuest.Web. 10 Apr. 2014 .

Moore, Wes. The Other Wes Moore: One Name, Two Fates. New York: Spiegel & Grau, 2010. Print.

Velasco, J. D. "Income Level has Strong Effect on School Test Scores, Analysis shows." Whittier Daily NewsNov 26 2011.ProQuest. Web. 11 Apr. 2014 .

                                                                 Summary 

            In the “Minority Students ‘Shortchanged’; Schools With More Black and Latinos Have Lowered-Paid Instructors Who Are Less Qualified” Seema Mehta explains that teachers who work in schools with poor and minority students are not paid as much as their counterparts at more funded or wealthier schools. According to Mehta the lower levels of spending often indicate that less experienced teachers are teaching the students with the greatest needs. In addition, with African American and Latinos making up most of the students impacted by such disparities, Mehta also notes that students are being shortchanged when it comes to teachers’ salaries, making it difficult for these students to reach educational success.

Works Cited

Mehta, Seema. "Report: Minority Students 'Shortchanged'; Schools with More Blacks and Latinos have Lower-Paid Instructors Who are Less Qualified, a Group Says its Study of Teacher Salaries shows." Los Angeles Times: 0. Sep 15 2005. ProQuest.Web. 10 Apr. 2014 .