Running head: Poverty in Schools 1

Poverty in Schools and Applications as a School Counselor Dan Blumhardt Portland State University

Running head: Poverty in Schools 2 Book Summaries Savage Inequalities by Jonathan Kozol Jonathan Kozol, using firsthand research and observation, demonstrates the extreme inequalities within the U.S. educational system. He shows how many schools are without basic needs of textbooks, clean and proper facilities, enough educational supplies, adequate staffing, and opportunities for academic challenge and achievement. In contrast, he shows schools that not only have the resources for the above basic needs, but also have resources that would seem to enable far greater academic advancement of students. His interpretation of the situation comes down to some key factors. First, segregation is still a prominent issue in schools. According to the examples he provides, there is clearly a racial and ethnic demographic difference between the schools that spend the most per pupil and those that spend the least. Second, he believes these inequalities are made possible because of the educational system. The main reason is shown to be how schools are funded through local taxes and state funds. This issue becomes particularly troubling for schools in poor areas in which taxes are higher percentage wise than those in wealthier areas, but yet spend significantly less per pupil. Due to the way districts are separated and the way funding works, these issues are stuck in a holding pattern until systematic changes can be made. One controversial proposal that hasnt taken root, in his opinion, is that schools ought to intentionally desegregate so that there is a built-in motivation for all schools to succeed rather than the current system of elite and nonelite schools. Shame of the Nation by Jonathan Kozol While much of the content is similar to his the other book, this book gets more specific on the issues that need to be resolved in order to resolve the inequalities that exist in the school

Running head: Poverty in Schools 3 system. While our country has come a long way, he argues that the school system has actually gotten worse over the years when it comes to racial injustice. Throughout the book, he uses many examples to state his case. He shows how school named after civil rights heroes now mock those same ideals those heroes stood for. He shows how minorities are already disadvantaged compared to students in wealthier districts before they even start elementary school. He shows how these lesser funded schools are only able to offer mediocre education at best and how the educations is geared toward equipping students for manual labor rather than to be successful leaders of the future. He shows how, due to the inability to properly educate students, these same schools get stuck in a vicious testing cycle where they have to compensate poor achievement by spending most of their time on test prep in place of a more rounded education that includes recess, arts, and overall learning success. He shows how students in these difficult places are, for the most part, unable to take advantage of applying for and getting into elite schools. He shows how many of these same schools are in embarrassing condition. He shows how efforts to improve these schools fall short when it comes to funding. He shows how the government has furthered these issues through its policies that rely on a lot of testing, which only drives these schools into greater funding and academic difficulties. Ultimately, he proposes that the lasting solution is political and systematic. Conclusions Personal Summary These books reveal a genuine travesty that continues today in the education system. No one can question the examples as being anything short of shameful and embarrassing. Regardless of political views or how funding should or shouldnt work, there is no excuse for what was described. At the very least, there has to be a genuine opportunity for all students to

Running head: Poverty in Schools 4 succeed and our current system isnt providing that. His descriptions are vivid and powerful, but the solutions he proposed are neither necessarily the right or wrong solutions in my mind. Personally, though I agree that the issues need significant action on the part of our nation, I felt that there shouldve been some weight given to cultural influences that have an a direct and indirect impact on the education system, districts, and individual schools that may have nothing to do with discrimination. In so doing, I believe his case would be stronger and provide a foundation for solutions that account for all factors involved. On a systematic level, there needs to be a serious national debate much like the current healthcare debate to fix it. On a smaller scale, individuals in leadership must be aware that inequality exists and creatively come up with solutions to promote a quality education for all students within their spheres of influence. Personal Applications for the Future First, I will personally take initiative to further understand the issues of race and equality. Besides reading, I think true understanding can only be more complete by actively dialoging with peers in academic circles and those who have and do experience injustice. As a school counselor, I believe it will be important to take initiative to dialogue with students, teachers, and leaders within that school system to have a better understanding of the issue within my immediate context. Second, being armed with that level of understanding, I will be much more able to act within my spheres of influence to be a part of the solution. While school counselors may little or no power in schools to dictate policy, I can see how individuals in that role can have a major impact through positive example and taking initiative to make decisions at their level of influence that can help address some of these issues within their own school.

Running head: Poverty in Schools 5 Third, I can take advantage of opportunities within my spheres of influence. Obviously, I have to acknowledge that the solutions I decide to create or be a part of are completely dependent upon the context I am in. On a systematic level, I may find myself severely limited, but on school counselor level, I would expect that there would be opportunities for me to be creative. I cant say what those would be other than to say that with the right motivation, there is almost always a creative solution. One example would be some sort of programs aimed at diversity training with students. The time and effort could be justified knowing that we live in a diverse world and a necessary skill is to be able to relate to a diverse population. As a more specific example, the concept of Tribes Learning Communities is one approach to education that a school counselor might consider advocating for within their school. Fourth, every school needs to proactively ensure an environment of sensitivity towards cultural diversity. This would minimize acts of racism or hate in general by the small percentage of students that would do those things, but more importantly would help create an environment that is favorable to all students within that context and not just the majority group. In any school setting, I would hope the school counselors have opportunities to work with individual students and small groups where conflicts arise as a result of racism or bigotry. As a result, I would hope that those conflicts could become teachable moments within that community, thereby further fostering an equally favorable environment for all students. Final Conclusion School counselors have a limited role on a systematic level, which is where academic equality can be achieved ultimately. However, school counselors can still make a significant impact within their spheres of influences if they have take the initiative to address issues related to academic equality.