The community of focus for the following midterm papers will revolve around my own community of Huron. Through my experience, I was one of the fortunate individuals that overcame the obstacles of poverty, racism, drugs, gangs, low self-esteem, bullying, and lack of mental support that exist within the community. Because of the obstacles, many individuals either drop out of high school, attend community college and never finish, or in some cases, follow the pipeline of attending a community college and afterwards, transfer to CSU Fresno. Much of this baffles me as I question why individuals don’t aspire to attend a four-year university outside of the Central Valley after high school or why many don’t take the challenge to apply to a UC or Ivy
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So, if an individual arrives late to their bus stop in the morning or if they linger too long afterschool for help in homework, they remain stranded wherever they remain. To make matters worse, the busses tend to reach over capacity; roughly 3 students per seat. As if that wasn’t the only issue facing students from Huron, the students from Huron also remain outnumbered by their counterparts from Coalinga in the Honors/Advanced Placement courses provided within the high school (which aren’t many to start off with). The disproportion of individuals from Huron and Coalinga within these courses evokes a sense of meritocracy; a sense of worthlessness to the individuals from Huron as they find different outlets to prove their worth. Many have the qualified test scores which allow them to fill a space within the classes, yet most individuals fall short due to the system in place. The system itself locks the ratio at roughly 1:4 within these courses, especially in the English courses, which makes up roughly half of the Honors/AP courses in the high school. This, in turn, extinguishes the flame for the students from Huron in their aspirations of achieving something better for …show more content…
Through the lack of access to advanced courses in combination to external factors that exist within the lives of the individuals’ personal life, an individual from Huron must come to terms with conforming to the system laid upon them. The cultural deficit view theory allows an explanation for the lack of academic success within the community of Huron as their educational needs are neglected within the district. More research must be conducted to correctly calibrate the personal scope to their true numbers, but one thing is for certain: there aren’t many opportunities for those individuals from Huron compared to their counterparts in Coalinga. What will it take to change the system? What if Huron gathered enough community, county, and state support to establish a high school? What if alumni from Coalinga High School came back and took a leading role within the district? These are the questions that need to be proposed to start a shift in the system to break the cycle presented by the social reproduction theory within the district, which provides the best for one community while neglecting the other; in this case, Huron. Just as Solórzano stated in her piece, “…deficit thinkers will not develop workable school success programs for low-SES minority
So, if an individual arrives late to their bus stop in the morning or if they linger too long afterschool for help in homework, they remain stranded wherever they remain. To make matters worse, the busses tend to reach over capacity; roughly 3 students per seat. As if that wasn’t the only issue facing students from Huron, the students from Huron also remain outnumbered by their counterparts from Coalinga in the Honors/Advanced Placement courses provided within the high school (which aren’t many to start off with). The disproportion of individuals from Huron and Coalinga within these courses evokes a sense of meritocracy; a sense of worthlessness to the individuals from Huron as they find different outlets to prove their worth. Many have the qualified test scores which allow them to fill a space within the classes, yet most individuals fall short due to the system in place. The system itself locks the ratio at roughly 1:4 within these courses, especially in the English courses, which makes up roughly half of the Honors/AP courses in the high school. This, in turn, extinguishes the flame for the students from Huron in their aspirations of achieving something better for …show more content…
Through the lack of access to advanced courses in combination to external factors that exist within the lives of the individuals’ personal life, an individual from Huron must come to terms with conforming to the system laid upon them. The cultural deficit view theory allows an explanation for the lack of academic success within the community of Huron as their educational needs are neglected within the district. More research must be conducted to correctly calibrate the personal scope to their true numbers, but one thing is for certain: there aren’t many opportunities for those individuals from Huron compared to their counterparts in Coalinga. What will it take to change the system? What if Huron gathered enough community, county, and state support to establish a high school? What if alumni from Coalinga High School came back and took a leading role within the district? These are the questions that need to be proposed to start a shift in the system to break the cycle presented by the social reproduction theory within the district, which provides the best for one community while neglecting the other; in this case, Huron. Just as Solórzano stated in her piece, “…deficit thinkers will not develop workable school success programs for low-SES minority