Free Book Review On Reading Reflection

Rarely would I have thought that the transition between socialization spaces, such as from lower levels of education to higher levels, or even from the home to school environment is a big issue. I thought that such is a normal occurrence that every young person faces and it is easy, smooth and does not require efforts to do so. I had clues from advice from parents and teachers that peers influence is majorly negative. However, it is evident that peer pressure has positive sides that help on in his or her life. I had not imagined that among the school mates there are people who have been affected by the peer pressure as well as had difficulty in transition from one socialization space to another.
Further, I had not thought that the common house hold environment can be useful in learning. I also had no clue that the things one has in the house can be used for learning and complementing classroom environment if not better. I believed that no one minded such until I met this week’s discussion group. One the same note, I thought that social class affects education in the choice of school, type of discipline, and mode of approach to problems. However, I had no idea that the social class affects not only the choice of school but has an almost political twist in the way one approaches things and career choice. The sense of independence comes into play depending on the social-economic status. The schools have different attachment to different social economics status of the people. I had never imagined that these issues had affected my friends in the school and in my neighborhood.
Social capital as Erin McNamara Horvat, Eliot B. Weginer, and Annette Lareau (2003, P. 332) notes that social capital affects how parents relate with the school. The authors note that when faced with improper actions on the part of the school administrators, the parents’ social capital connections pulls together making them play the roles of “guardian angels” to the school by mobilizing resources to help solve the problem at hand. In some instances, the middle and the poor parent would face the problem individually with the poor parents rarely confronting the school administration.
When parents pull resources together to challenge the actions of the administrators is clearly a very serious political movement. The poor parent being powerless would not want to challenge the authorities for fear of possible reprimand while the middle class would challenge the administrators due to their ability to seek alternative schools for their children. I realized that some of the members in the group discussion have relatives who were victims of such decisions. For example, one of the group members claimed that one of his relatives transferred from a school due to teacher-student disagreements. A heated disagreement between a teacher and the student almost escalated to physical fight that necessitated transfer due to hostility that developed. Such behavior of the teacher was also reported to authorities.
During the discussion, as the authors (334) noted, parents influence the career of the students. In the groups some confessed that they are studying career choices as required or directed by parents. It is imperative that the socials capital goes beyond resources to include the careers that one chooses. Such brought into light why some of my friend claimed their parents had implored on them to take certain careers.
On the social space transition, Patrician Phelan, Ann Locke Davidson, and Hanh Thanh Cao (2013, p.228) asserts that students have different perception on the transitions from one social space to another. As the authors noted that the socialization space is intertwined with some aspects being the same, some of the students tend to want to achieve certain things in live just because their parents did the same. It emerged from the discussion that each of us had a role model with variation from parents, to teachers, to prominent people. What came out clearly is that we also tended to assimilate ourselves to act in certain ways just because our peers did it that way. In this case, the peer pressure would be taking heavy toll on use unconsciously. However, peer pressure had instilled into us positive competition in that each one wanted to score high grades and succeed in life.
It also emerged that at some point each of use found it difficult to assimilate to certain cultures (p. 233). The differences in the norms, languages, and other aspects became difficult for one either in between school days or during holidays. The problems were amplified by the roles our parents play by constantly reminding us want was good and what was wrong. One of the members opened up on such one warning that he ended up regretting not following the parents’ guidance. To fit in also the social spaces, one has to develop different norms that characterize each of them and act so! In this case, these social spaces are distinct (p. 237).
As Luic C. Moll, Cathy Amanti, Deborah Neff, and Norma Gonzalez (2013), found that there are enough, and realistic hosueholds that can be used in classroom instruction in the learning culture. The photos, the food, the interactions one has within the home environment are critical in learning. This twist of event since leaning caught all of us by surprise. I had not even imagined the social-cultural, economic, and political aspects that I have studied in in school could be so well reflected in the house. Different group members described how such is represented in the community noting even the house one lives in, the areas, the languages, the friend circles, foods used, photo history, internal home arrangements, political affiliations, etc. all have some cultural aspect that we have been learning in school and can be sued during classroom instructions.

Works cited

Luic C. Moll, Cathy Amanti, Deborah Neff, and Norma Gonzalez. Funds of Knowledge for Teaching: Using A Qualitative approach to connect Homes and Classrooms. 2013. Taylor & Francis, Ltd. Theory into Practice, Vol. 31, No. 2, Qualitative Issues in Educational Research (Spring,1992), pp. 132-141
Patrician Phelan, Ann Locke Davidson, and Hanh Thanh Cao. Students' Multiple the Boundaries of Family, Peer, and School Cultures. Wiley. Anthropology & Education Quarterly, Vol. 22, No. 3 (Sep., 1991), pp. 224-250.
Erin McNamara Horvat, Eliot B. Weginer, and Annette Lareau. From Social Ties to Social Capital: Class Differences in the Relations Between Schools and Parent Networks. American Educational Research Journal, Vol. 40, No. 2 (Summer, 2003), pp. 319-351