Cross Cultural Issues in Education:
Learning Through Listening
By
Kelva Marie Johnson & Marco Antonio Chávez

This is the most intensive class we have taken. We put in 12 hour days from Sunday, March 25 through Thursday, March 29. We interviewed a total of twenty-five stakeholders. The purpose of the course was to identify why Black and Latino youth drop out at higher rates than whites.

Kelva's learning experience:
    This class was a good experience for me.  The rigorous and intensive week, along with the lengthy assignments, has made my outlook on life more open and has educated me a bit on African-American and Latino youth.  With the knowledge I have gained, I hope to help Students of Color and educate other people about what is going on in the Oregon School System.  Interviewing the many stakeholders was a good opportunity to learn what the jobs of legislators are and to meet people on the inside.  I definitely recommend those who have not taken the class to take this class.  It will open your eyes to a different perspective.


(Dale, Kelva, Jason, and Mike)

Marco's learning experience:
    This class offered me a new perspective on the issue of education. I actually got to hear what different stakeholders had to say, all the way from assistant superintendent of the Oregon Department of Education to regular students. I saw that everyone has a different viewpoint and a different solution. Some stakeholders want what's best for students, others want what's best for teachers. Even others want what's best for parents. I think that a plan that takes everyone into consideration, but with the students' needs in mind would be the best solution. This of course is not to say that I have the answer or that I learned it in the class. The answer, I think, depends on the students and the districts to come up with.


(Back row: Amparo, Perla, Esperanza, Ana, Guadalupe, Jennifer. Front row: Freddie, Michael, Marco)
 


Here's what we found:
 
 
Portland School District:
Issues:
  • Teacher ratio doesn't match Students of Color ratio
  • White teachers need cultural and ethnic studies
  • CIM/CAM (written Eurocentrically)
  • Voucher systems/Charter schools
  • low expectations of low-income students
  • more affluent neighborhoods receive better curriculum
Solutions:
  • Self Enhancement Inc.
  • Parent-Teacher Program
  • Tubman Middle School
    • parent-teacher room established
    • faculty going through anti-bias training
    • teaching students to read and write
 Independence School District:
Issues:
  • Unmet needs
  • Competition for staff with Salem/Kaiser District
    • Salem has more money
  • Lack of materials
  • Lack of parental involvement
    • In Mexico, teachers are like the surrogate parents.  Cultural difference.
Solutions:
  • Working on recruiting Spanish-Speaking teachers.
  • Established Programs
    • Bilingual Program at Henry Hill Elem.
    • Libros y Familia
    • GED Program with Chameketa College
    • brand new Migrant Head Start Program
Corvallis School District:
Issues:
  • Racism from teachers
  • Students not challenged enough
  • Curriculum doesn't resonate with Students of Color
  • Lack of support
  • Students need to be able to work their way out of ESL
  • Parents get a bad rap for being involved
  • Student's of Color are shutting down
Solutions:
  • ESL
  • Mentor Program
  • Recruiting/Visiting from OSU Minority Education Office.
 Salem/Woodburn School District:
Issues:
  • Voucher systems/Charter schools
  • Latino parents don't understand U.S. school system
  • Students go to school just to learn English not for longtime study
    • meaning they are automatically are considered a dropout when they completed what they came for
Solutions:
  • Support group
  • Latino Parent Association
  • Scholarship
  • Newsletter written in Russian, English and Spanish

 


Here are a few links that relate to education:
(The group!)