Journal 2

JOURNAL #2
How is the concept of racialization defined in Chapter 3 of the EDFD 461

textbook?
Racialization is the process of assigning people with races based on their skin color and
making assumptions about them based on that race. This is done by looking at the
stereotypical negative or positive connotations that the general public associates with
the person’s race.
How does the Sociological Framework Diagram – Ethnicity and Race help
you, as a teacher candidate, explain how and why ethnically and racially
diverse students get racialized in schools?
The Sociological Framework Diagram helps explain why students get racialized because
schools are geared towards the majority population. Since schools are geared to the
majority population students that are racially different do not see their beliefs, values,
traditions, ideas, traditional family life, and household dynamic being expressed in
schools by teachers or many other students. This causes the minority populations to be
racialized because the material does not relate to them as well as it does to the majority
population so these students can be seen as stupid, lazy, or even aggressive due to the
lack of adapted instruction for these students. This also allows the majority group to be
positively racialized because the examples portrayed in class do directly relate to them.
This allows them to be portrayed as intelligent, motivated, and powerful. By placing
students in boxes based on race it makes the minority groups have negative
connotations and the majority group have a good connotation leading to further
racialization later on in life.
What are some of the Important Societal Factors – EDFD 460-461-462-

Updated 2019 impacting the learner or set of learners you are focusing on
in your clinical placement setting?
The two main societal factors that I see working on the students in AVID are ideology
and household dynamics. Ideology plays a big role in the AVID community. These
students are in this class as an elective because they want to better themselves, they
have a desire to learn and do well in school, but they need the extra assistance to help
them reach this goal. However, it seems like the students in AVID have different reasons
for wanting to improve their grades. This difference in motivation seems be separated
by gender. The girls are more concentrated on increasing their likelihood of going to
college. The boys are motivated by their desire to keep their grades high enough for
them to be able to participate in school sports or extracurricular activities. The students
that are in AVID all want to be there in order to get something that is important to them
out of it, and their reasoning for being there makes a big difference in the way that they
interact with the material in the classroom.
Another factor that impacts the learners in AVID is their household dynamics. The
students that are in AVID are there because they are educationally in the middle of the
road and the school wants to push them towards success. These students also have the
desire to perform well academically, however they need AVID assistance to be able to do
this. Seeking this extra assistance through AVID shows that these students are unable or
uncomfortable getting the help that they need other places. The dynamic in the home of
these students seems to be geared towards education, however the parents are
frequently too busy or not educated enough to provide these students with the help that
they need. Having people around that can help push students towards academic success
is important, and students are in AVID in order to get this assistance.
How do any specific Developmental theorists from EDFD 401 help you
argue why these Important Societal Factors are significant to learners at
this stage in their physical development?
The ideology and household dynamics of the students are very significant at this stage of
development. Ideology is important at this stage of development because this is the
point where beliefs and values are highly questioned. The students in 10th grade AVID
are in the Piaget’s formal operations cognitive stage. This means that they have this
feeling of an imaginary audience that is always watching them, impacting their
behaviors, beliefs, and values by causing an increased desire to fit in with the crowd
(Cognitive Development PowerPoint- Slide 12). Morally they are in the good boy/girl
stage where they are trying to be seen as a good person. This is something that can also
affect the way that they act, think, and what they believe or value (Moral Development
PowerPoint- Slide 9). In both of these cases the students are trying to change their
beliefs and values to be the same as everyone else around them. This makes ideology a
significant part of this stage of development because the students are struggling to find
what they actually believe and what they want to believe in order to fit in.
Household dynamics are also a big part of cognitive and moral development as well. The
students are having a hard time finding what they believe and how they can fit in with
the other people in school during this stage of their life (Cognitive Development- Slide
12 & Moral Development- Slide 9). The dynamics of their household from birth until
present affect what they believe, how they act, their understanding of right and wrong,
and many other things. If the students have different household dynamics and
upbringings than the majority of their peers, then they will have to try harder to fit in or
feel isolated if they are unable to fit in with the crowd. The dynamics of their household
can be the difference between students easily finding how to fit in with the other
students at school and feeling left out. This can then affect their education because if
students do not feel as though they fit in at school, they tend to care less about school.
One thing that is interesting, the students in 10th grade AVID seem to have home lives
that they believe are different than the home lives of their peers, but a lot of the students
in AVID have home lives that are similar to each other. This makes AVID a place where
the students feel as though they do fit in and belong.

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JOURNAL #2

How is the concept of racialization defined in Chapter 3 of the EDFD 461

What are some of the Important Societal Factors – EDFD 460-461-462-

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