Schooling is an essential process that equips young ones with proper knowledge and skills for career development. During the middle school period, I attended an institution located in a suburban. Leaning in such an environment was hectic, following a number of challenges from within the classroom to the administration. The students have unique behaviors and customs, especially when they feel uncomfortable when in class lessons.
The school consisted of students from different races, and their reactions to uncomfortable situations varied from one learner to the next. For instance, some of the learners tended to be silent when the lesson content was unfamiliar (Neal-Jackson, 2018). At the same time, another group of students preferred making noise for the educator to distract the attention and focus of the teacher. These behaviors were consistent and became nightmares during the learning periods.
Moreover, the other common aspect that was inevitable in middle school during the period was discrimination. The element of prejudice amongst the learners was a rooted culture that affected the majority of the students of color and those who had fat bodies (Marsh & Noguera, 2018). The African Americans, Hispanic, Asian and other non-white learners experienced extreme judgment from their fellow classmates, which affected their overall performance and contribution to the school programs (Michel & Durdella, 2019). Most of the victims withdrew from essential projects due to fear of insults and abuse that even the administration could not end.
In summary, learning in a diverse suburban middle school has several experiences. Students have behavioral habits of expressing their discomfort during class lessons. Most of the learners preferred making noise or remaining silent throughout the periods. Besides that, the aspect of racial discrimination was rampant, which affected the students of color, making them perform poorly and disengage from school projects useful for their growth and development.
References
Marsh, L., & Noguera, P. A. (2018). Beyond stigma and stereotypes: An ethnographic study on the effects of school-imposed labeling on Black males in an urban charter school. The Urban Review, 50(3), 447-477. Web.
Michel, R., & Durdella, N. (2019). Exploring Latino/a college students’ transition experiences: An ethnography of social preparedness and familial support. Journal of Latinos and Education, 18(1), 53-67. Web.
Neal-Jackson, A. (2018). A meta-ethnographic review of the experiences of African American girls and young women in K–12 education. Review of Educational Research, 88(4), 508-546. Web.