paper 2 - Tricia Mittman Sociology 102 Paper 2 On Thursday...

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Tricia Mittman Sociology 102 Paper 2 On Thursday November 18 th , we were greeted in our discussion sections by Raquel, Lizzy, and Kristen, three peer facilitators from the Sociology 389 course. Sociology 389 is an experimental learning course that aims to expose students to sociological theories relevant to social injustice and inequality. The course provides a dually manifested approach at this learning by both conducting traditional weekly seminars, as well as enforcing a mandatory community service commitment. The goal is to teach students about the injustice occurring in society and supplements this with real- world experiences through the community service outreach program. Throughout the course we have read and discussed many cases of injustice in attempts to uncover its roots and possible ways to prevent further mistreatment. One of the sections in the 389 course is concerned with injustice in the early education environment. Sections visit elementary schools in the Ann Arbor and Detroit areas and see concrete examples of social inequality in the classroom, then relate this back to their readings. Through the combination of readings and site visits, students attempt to address these issues and come up with solutions to create a more socially equal environment. Two of the facilitators who spoke to us work in local elementary schools where they help teachers manage their students and provide extra assistance to struggling students. In the US, 6% of school-aged children suffer from ADHD, according to Wilkinson & Pickett (p. 108), and most schools don’t have nearly enough resources to properly attend to the students’ specific needs. In addition, a strong correlation exists between mental illness or disability in children and the income level of their families. For
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example, Kristen explained that during her service at the Burns Park Elementary School, she often helped the same few students in math. Burns Park Elementary is one of the most privileged schools in Ann Arbor, yet still children were being neglected when it came to their scholastic needs. Raquel, a peer facilitator at Thurston Elementary School, noted that she saw ‘re-segregation’ and unequal treatment of the students. The children seemed to be divided between children that were quick learners and educationally attentive, versus those who were fussy, less intelligent, and uncooperative. Furthermore,
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