Assignment #1-Group C, Reflection #2: Americanization within the Public School System

Being an American citizen, whose parents and grandparents were also born here in the United States, I feel that I have grown up practicing stereotypical American traditions and learning the American culture. Since I was born into the American culture I have never given much thought to how or when I learned “how to be an American”. I attended public school from kindergarten through High School. Through out my education, I knew that I was learning about American history and its traditions but I never stopped to think about how American culture and traditions were the only ideas being taught. Jeannie Oakes and Martin Lipton address the issue of “Americanization” in their book Teaching to Change the World.

Oakes and Lipton address the fact that “Americanization” began when immigration heavily increased. Politicians pressured teachers to “Americanize” the new student immigrants. Oakes and Lipton explain, “These new immigrants were not only coming in unprecedented numbers but they were coming from southern and eastern Europe which made them seem much more “foreign” than earlier waves of northern European immigrants. In response schools were asked to go beyond teaching the rudiments of citizenship and patriotism and ensure that these young people learned the habits, values, and language of the predominantly Anglo-Saxon Protestants who considered themselves trustees of American culture”(Oakes & Lipton, 2007). Oakes and Lipton go on to explain that while “Americanization” introduced the immigrant children to American ways and beliefs it also eliminated the children’s different home cultures (Oakes and Lipton, 2007). I believe that while living in America, it is important to understand American culture, however, I also believe in the value of a person’s individual culture because it is part of their identity.

Oakes and Lipton also address the fact that one of the key components to “Americanization” required the immigrants to give up their native language which is often considered the heart of one’s culture. Oakes and Lipton state that after the World War II Red Scare Period, “an ideological link was established between speaking ‘good English’ and being a ‘good American’. Across the nation most bilingual education was ended in the 1920s” (Oakes & Lipton, 2007). The topic of single language or bilingual education is controversial. I personally believe that while living in America, an English speaking country, everyone, citizens and immigrants, should learn the language. However, I also believe it is important to speak more than one language. While it is important for schools to teach students English, it is also important that classes are provided for students to learn other languages, or continue speaking their own native language.

Reading this, I began to think more about the public school education that I received. As Oakes and Lipton discuss, bilingual education has returned to the school system however, “educators point out that like so many reforms, bilingual education is necessary, but by itself, it is not sufficient to deliver a good education to non-English speakers” (Oakes & Lipton, 2007). I agree with the educators who believe this, however, I also believe that while students are taking the time and making the effort to learn English, they should have the opportunity to bring bits of their home life into the classroom and introduce other students to their own culture.

Works Cited:
Oakes, J., & Lipton, M. (2007). Teaching to Change the World (3rd ed.). New York: McGraw-Hill.

Assignment #1-Group C, Reflection #1: Low Income/ High Income Communities and Their Parent Involvement in Schools

Having grown up in a small community in a middle-class neighborhood there were many stay at home mothers. Because of this I always believed that parent involvement in my various schools was a very normal occurrence as well as beneficial to myself as well as other students. In Jeannie Oakes and Martin Lipton’s Teaching to Change the World, the importance of community and parental involvement to a student’s education is addressed. Oakes and Lipton state, “When parents participate in their children’s education, students’ attitudes and achievement improve. Increased attendance, fewer discipline problems, and higher aspirations also are correlated with an increase in parent involvement…A stronger curriculum and more positive school and community relations are associated with parent involvement” (Oakes & Lipton, 2007). While parental involvement is important, not all schools experience this. While some schools have little to no parental involvement, which is negative, other schools have too much parental involvement which is equally bad but in a different way.


As Oakes and Lipton explain, students from low-income families who are also most often culturally diverse, struggle through school. Many argue that it is because of a lack of involvement, caring or enthusiasm from their parents. However, when spending more time examining these low-income families, this is often not the case. Oakes and Lipton address the many different reasons for a lack of involvement in schools among low-income families. They state, “Often low-income parents who grew up in the United States have unhappy recollections of their own schooling that dampen their enthusiasm for getting involved with schools” (Oakes and Lipton, 2007). They also address immigrant parents, “Immigrant parents may understand little about American schools—they mistakenly (or correctly) assume that parents are neither wanted nor needed at school, or trust that their children and the school will make all appropriate educational decisions. For many, language barriers make it difficult or impossible to communicate with teachers” (Oakes and Lipton, 2007). This is an important topic because low-income parent’s lack of involvement is not due to a lack of caring but of a lack of understanding as well as other issues they may have faced themselves in schools.


While a lack of parental involvement is harmful, despite its reasons, too much parent involvement can also be harmful. In most cases, the overly involved parents are from middle and upper social classes. Oakes and Lipton explain, “Such parents’ involvement and worries about their children may do more than create distractions and burdens for teachers. They may also threaten educational programs and approaches for all students” (Oakes and Lipton, 2007). Some issues revolve around diversity. These parents do not want their children to sit near other children who may live in poverty, or are of a different race, or who may speak another language. Other parents “often seek educational advantages for their children” (Oakes and Lipton, 2007). This perspective is important because while parent involvement is important, there needs to be a fine balance of just how involved they are and respecting the teachers and the school.


I found these different perspectives on parent involvement very interesting. I feel they addressed some very important issues. The first being that low income, minority, parents may have a lack of involvement not because they do not care, but because of other personal reasons. I also found it interesting how some parents are too involved, I did not know that was really a possibility. However, it is clear that if their involvement is affecting their children’s ability to learn it is harmful. While this was very insightful I feel that some may misconstrue the idea of over involvement and may pull back from their children’s school and distance themselves. This is unnecessary because while it occurs it is not very often.


Works Cited:
Oakes, J., & Lipton, M. (2007). Teaching to Change the World (3rd ed.). New York: McGraw-Hill.