I am listing the exact instructions from my professor in order to successfully answer the discussion questions. Please see the website link attached to imbed in while answering the questions.
http://www.ascd.org/publications/educational-leadership/sept13/vol71/num01/Grit-Plus-Talent-Equals-Student-Success.aspx
Discussion post: please read CAREFULLY and answer all questions very throughouly. Please relate the discussion to either Conflict Theory, Functionalism Theory, or Symbolic Theory.
Read the prompt carefully and
submit a response. Utilize sociological terms and concepts discussed in
the readings to add descriptive clarity to your statements.
Using the sociological imagination delve into your own memory of
school experiences. The main objective here is to recognize that at
times the idealized formal expectations and constraints (e.g., rules) of
a bureaucracy, ascribed to both student and teacher roles can interfere
with successful integration of students into the school community.
Try to recollect the truly positive roles and personalities that
you may have encountered in your experiences. Search your memory for
examples of both students and teachers/faculty that you might have
observed whose personalities provided positive direction and/or results
in achievement despite bureaucratic constraints (e.g., constraints tend
to stifle creativity among teachers and lead to_______?). What grounded
strategies or informal role/qualities, describe at least 1 or 2, did
these individuals use to impress on students positively, even the hard
to reach ones. How could the formal environment and organization (e.g.,
student population) of the school integrate them to improve success
rates, discourage dropouts, and reduce teacher burnout?
Include in your considerations how cultural preferences–as discussed by Bourdieu (e.g., cultural capital) are encouraged and rewarded in an ‘objective’ school environment? Consider the concept of “grit” (http://www.ascd.org/publications/educational-leadership/sept13/vol71/num01/Grit-Plus-Talent-Equals-Student-Success.aspx
search on line) and is that a fair expectation despite class and
cultural capital differences that home backgrounds provide students?
Alternatively, also consider whether, in your opinion, there exist
‘subjective’ reproductionists’
aspects to a schools climate and objectives in terms of how conflict
theorists describe? Were all students encouraged or rewarded equally or
were there intersectional aspects to the selection processes in school achievement and success?
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