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Please listen to this Podcast (Links to an external site

Sociology

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Please listen to this Podcast (Links to an external site.) on segregation in schools. Plus, here is a link to the transcript (Links to an external site.).

Then please respond fully to these questions below:

• What is your initial response to this piece?
• How can you relate this podcast to any of the readings this week on schools? Please make at least two connections and explain how the piece from the reading is connected to the podcast. Please make sure that you specifically describe how the piece is related - don't just tell me you see a connection, but why is it a connection, what about the term or concept is related to what you heard in the podcast.
• Please also connect some of the situations in this podcast to the ecological model (at least two). How could you see the influences of the school on the different systems in this piece?

Chapter 1 - Ecological Model of Child Development Welcome to our study on the child and how it is influenced by its family and community?. To begin this study we will look closely at Urie Bronfenbrenner’s ecological model. We will use this model as a reference throughout the semester, so please read the descriptions of the systems carefully. It is through the lens of this model that we will be looking at how children are affected by their world as they grow and develop. Urie Brofenbrenner ?(Russian-American, 1917-2005) provides a model of human development that addresses its many influences. Ecological Systems Model: Brofenbrenner recognized that human interaction is influenced by larger social forces and that an understanding of those forces is essential for understanding an individual. The individual is impacted by ?microsystems? such as parents or siblings; those who have direct, significant contact with the person. The input of those is modified by the cognitive and biological state of the individual as well. And these influence the person’s actions which in turn influence systems operating on him or her. The ?mesosystem includes larger organizational structures such as school, the family, or religion. These institutions impact the microsystems just described. For example, the religious teachings and traditions may guide the child’s family’s actions or create a climate that makes the family feel stigmatized and this indirectly impacts the child’s view of self and others. The philosophy of the school system, daily routine, assessment methods, and other characteristics can affect the child’s self-image, growth, sense of accomplishment, and schedule thereby impacting the child, physically, cognitively, and emotionally. These mesosystems both influence and are influenced by the larger contexts of community referred to as the ?exosystem?. A community’s values, history, and economy can impact the organizational structures it houses. And the community is influenced by macrosystems? which are cultural elements such as global economic conditions, war, technological trends, values, philosophies, and a society’s responses to the global community. In sum, a child’s experiences are shaped by larger forces such as the family, schools, and religion, and culture. All of this occurs in an historical context or chronosystem?. Individual Development Bronfenbrenner’s model helps us combine each of the other theories described above and gives us a perspective that brings it all together. In addition, his model explains the direct and indirect influences on an individual’s development: Microsystems? impact a child directly. These are the people with whom the child interacts such as parents, peers, and teachers. The relationship between individuals and those around them need to be considered. For example, to appreciate what is going on with a student in math, the relationship between the student and teacher should be known. Mesosystems? are interactions between those surrounding the individual. The relationship between parents and schools, for example will indirectly affect the child. Larger institutions such as the mass media or the healthcare system are referred to as the ?exosystem?. These have an impact on families and peers and schools who operate under policies and regulations found in these institutions. We find cultural values and beliefs at the level of ?macrosystems?. These larger ideals and expectations inform institutions that will ultimately impact the individual. All of this happens in an historic context referred to as the ?chronosystem?. Cultural values change over time as do policies of educational institutions or governments in certain political climates. Development occurs at a point in time. Applying the ecological model in our work with children and families: In order to understand a student in math, we can’t simply look at that individual and what challenges they face directly with the subject. We have to look at the interactions that occur between teacher and child. Perhaps the teacher needs to make modifications as well. The teacher may be responding to regulations made by the school such as new expectations for students in math or constraints on time that interfere with the teacher’s ability to instruct. These new demands may be a response to national efforts to promote math and science deemed important by a political leaders in response to relations with other countries at a particular time in history. In summary, this model challenges us to go beyond the individual if we want to understand human development and promote improvements. Originally from: Psyc 200 Lifespan Psychology. Authored by: Laura Overstreet Adapted by: Mary Jane Biancheri