Panel 3


Panel 3

Panel 3: Education Reform, Presentations and Q&A, Room 3202

Chase McNeill, "School's Out: Have Charter Schools Succeeded?"

Charter Schools have been a facet of the United States public school system for over 30 years, with the first implementation occurring in 1992 in St. Paul, Minnesota. These institutions are a type of choice school publicly funded by the government but do not have to go through the same curriculum and other variables that regular public schools abide by. As of right now, six percent of all students in public education are enrolled in these non-profit or for-profit charter schools. Many charter schools are controlled by major corporations and are viewed as a significant market, with investors seeing these institutions as a 600-billion-dollar market. Due to these schools being around for such an extended period, it stands as to whether they have benefited how public schools operate. Due to the experimental nature of these schools, it begs the question that if they have not been successful within 30 years, should they be scrapped?  The debate for charter schools has long stood throughout its 30-year history. This project pertains to whether charter schools have successfully given publicly educated children a better option than just traditional public schools.

Caitlin Dulsky, "Reforming State Sexual Education"

My presentation will be addressing state legislature and data on sexual education in North Carolina and comapring it to another states. First I will explain why sexual education is so important and how many states lack proper sexual education. I will compare states with low teen pregancy rates, low abortion rates, and low STI rates and compare laws and resources they offer. Looking at this different data we will be able to see cause and effect of sexual education. I will then discussions on how sexual education differs in rural communities and communities of color. I then will pose the question what stands in the way of providing good sexual education for youth? I will discuss the factor of money/ funding the states have. The factor of poor health care in general and access to health care. Then I will discuss laws and state legislation that stands in the way or could be added to help, along with the politics involved in reforming sexual education. This study is important because women, minority communities, and LGBTQ+ are being denied and with held from good sexual, reproductive, and general health care. The lack of proper sexual education leads to the further oppression of these groups. In America, sexual equality, sexual health, and sexual education are usually ignored, underfunded, and over politicized in our country, that basic health education and health resources are being withheld from citizens. Sexual education will help women and members of the LGBTQ+ community, as well as improve the over all health and well being of communities and individuals. Sexual education is a a huge step in solving a lot of these issues and the resources of it are crucial for peoples well being. My research is different from others in the sexual health area because I will research directly what is working with sexual health education and laws, and what is not. I will be looking at the direct correlation of overall community health of places with good sexual education and those with out good sexual education, to then point out what needs reforming and what we can to do make sexual education better.

Caitlin Dulsky is a first year undergraduate student at the University of North Carolina, Chapel Hill. She majors in Psychology and minors in Women and Gender Studies. She graduated from Sequoia High School, in Redwood City, CA and was a part of their International Baccalaureate program. She is from San Carlos, California.

Donovan Gill, "To What Extent Do High School Resources Impact Generational Wealth?"

My proposed essay, "To what extext does education disparity impact generational wealth" argues for the interconnectivity between high school resource inequalities and how that in turn impacts college admission, which subsequently affects generational wealth. The problem, especially in lower income high schools, is that marginalized students generally do not have the proper resources to apply to college, let alone handle the rigor associated with college, and the ability to pass this information along to their children. My evidence investigates a research study between two public schools (suburban white majority versus minority majority inner city) in California and how their resources compare. Resources like college/career coaches, sat scores, state-standardized results, UC eligibility, which directly impacts the college administration process. The college admission process results then in turns impact salary capabilities, as it has been college statistically impacts income levels. Extensive research has concluded that people with a college degree on average earn 32,000 dollars more than people with a high school diploma, revealing the difference in disposable income and how that can impact housing security, retirement, etc. Another article provides general information about how "inner-city" schools have more obvious obstacles that prevent admirable results for their students. This particular article uses information from U.S. Department of Health and Human Services that speaks for the nation as a whole; the agency is established to be objective and provide fact-checked information, which gains reliability and credibility. I would use these statistics to prove the prevalence of these issues on a national scale and how these impacts are represented in race class distribution. An alternative perspective is that people who are highly motivated will succeed regardless of resources disparity, and while some students have the resilience to do so, the system working against them can limit their possibilities when looking at college preparedness. This perspective forgets to consider that students have external pressures, especially when lower income, watching family members after school, taking the bus, conflicting with tutorial schedules, ability to afford tutors, working in high school to help provide for the family, etc. While I agree resilience is a trait needed for students to conquer their goals/desires, when students are not given the information to succeed, they can fall behind in comparison to students with those resources. By utilizing various credible sources, I hope to create a strong correlation between the disadvantages brought upon people of color systematic in the education system and how this can be a recurring cycle if no one intervenes.

Donovan delves into the interconnectivity of education disparity and how that disparity in turn is reflected within Corporate America/Generational Wealth.

Jillian Richmond, "I’ve Got the Power: The Effects of Physical Positioning in the K-12 Classroom on Power Dynamics"

 Existing power dynamics in K-12 classrooms are likely influenced by the physical position of teachers in relation to students, which in turn may affect student’s behavior. Psychological research examining effects of broad physical stances (high-power poses) and closed physical stances (low-power poses) on perceived power differentials indicates people who adapt high-power stances feel and behave more powerfully while those in low-power poses may more readily adopt helplessness. These positions may also affect interpersonal behavior which will be freshly examined in the literature, as standing is physically broader and sitting physically more closed off. Through reviewing literature pertaining to the manipulation of physical positions of teachers and students under different standing/seated positions, the positions’ influence on behavior will be examined. Positions will include different combinations of the teacher and students standing or sitting. I hypothesize students who are seated with a standing teacher will feel least in power and behave to reflect this, as compared to other teacher-student relations. Students who are standing with a seated teacher will likely feel and act most powerfully. When students and teachers are in the same position (teacher and students both standing or both sitting), the students will likely feel more equal in power to their teacher than in other conditions, though the perceived level of power between the seated and standing conditions will likely vary. By expanding discourse in the area, studies could be done and research applied in classrooms to the benefit of children’s behavior, as power dynamics regarding professional authority play into students’ futures. This research is especially pertinent as teachers return to stand above their students following online learning during the COVID-19 pandemic.

Jillian Richmond is a first-year undergraduate student from North Carolina. She plans to pursue a major in the humanities and has become interested in child behavior through her work coaching children.