Culture Project - Analysis Draft

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Towson University *

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202

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English

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Apr 3, 2024

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Julia Mongan EDUC 202 Prof. Cole Reilly 11/30/2022 Pop-Culture Project Analysis Over the course of watching these project films, one very clear aspect to understanding an urban education is to understand the impact of poverty within these communities. The two movies assigned, Lean On Me and 180 Days: DC Metro, both have very strong examples of what an education system could very well be like within a community that lacks the sufficient resources needed. The central issues presented within both of these movies overall do intertwine with the main conflicts addressed. For example, both of the films begin with students struggling to meet a set of basic requirements for their age/grade level and heavily display poverty as a main factor as to why within these individuals. The majority of students in Lean On Me come from a minority household in which many show to struggle to provide, therefore leading the children to mix in with substance issues, gangs, behavioral issues, etc. A very similar concept is brought about in 180 Days: DC Metro, where the lack of resources between each of these students' families challenges the student to meet basic requirements due to the poor resources found in their home environment. The way mainstream media perceives students of low income areas falls somewhat into the way these films narrate it. In both of the schools, these films depict a large number (if not all) a minority, typically African Americans. A myth brought about by this perception allows for the formerly common bias that students of color who come from a certain level of poverty tend to lean towards disrespectful behavior. “This perception of disinvestment often creates a stereotype of poor Black students as unruly, disruptive and disrespectful” (Rudd, 2014). Though as this quote stated, there is a certain level of issue concerning the lack of attention shown to minority fueled schools which leads to these lack of resources and sufficient/qualified teachers. Therefore as the movies showed, it is not the low income households or poverty within these communities that bring about issues with urban schools, it is fueled by districts not feeling the need to give these students the level of attention compared to caucasian families or higher income areas. Nonetheless, poverty among urban educational institutes that don’t allow students with the resources needed is an issue that is dismissed more than not. “Urban educators report the growing challenges of educating urban youth who are increasingly presenting problems such as poverty, limited English proficiency, family instability, and poor health” (National Center For Education Statistics, Urban School: The Challenge of Location and Poverty). By looking at the ending situations of these films, my first recommendation for a solution is similar to what I mentioned above, districts need to redistribute their focus evenly among schools despite area or
race-related communities. Second, a major change that I recommend to truly address this issue is for these schools to teach and offer guidance based upon a student's situation. My foundation for this belief is due to how every student's learning ability and outer lives are drastically different compared to others, therefore training teachers to have the ability to teach according to what these students go through in their personal lives to my understanding would cause a major impact. To conclude this analysis, I do believe overall that the films gave a fair representation among my area of focus. While I can argue there can possibly be some implicit bias among the films, the viewpoints of these students allows for a very realistic look into the issues' roots and gives information that can resemble issues some may face in real life concerning their personal environments intertwining with their education.
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